https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1469-7610.1976.tb00381.x
This paper is concerned with the nature of the tutorial process; the means whereby
an adult or "expert" helps somebody who is less adult or less expert. Though its
aim is general, it is expressed in terms of a particular task: a tutor seeks to teach
children aged 3, 4 and 5 yr to build a particular three-dimensional structure that
requires a degree of skill that is initially beyond them. It is the usual type of tutoring
situation in which one member "knows the answer" and the other does not, rather
like a "practical" in which only the instructor "knows how". The changing inter-
action of tutor and children provide our data.
Wood, D. & S. Bruner , J. . & Ross, G. (1976). The Role of Tutoring in Problem Solving
Hentet fra https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1469-7610.1976.tb00381.x
| Publikasjon | J. Child Psychol. Psychi |
|---|---|
| Utsteder | Great Britain: Pergamon Press |
| Publikasjonsår | 1976 |
| Utgavenummer | 17 side 89-100 |
| Forfattere | David Wood, Jerome S. Bruner, Gail Ross
|
| Tittel | The Role of Tutoring in Problem Solving |
| Sider | 11 |
| Språk | Engelsk |
| Temaer | Barns lek, Læring |
| Stikkord | Scaffolding, Problem solving, Tutorial relationship, Stilladsering, Tutor, Learning |