Distributed scaffolding: Helping students learn science by design

Abstract: In this paper, we relate our efforts at designing and implementing scaffolding that highlights and allows students to take advantage of the affordances of a Learning-by-Design classroom. We began by integrating into the classroom a paper-and-pencil tool, design diaries (Puntambekar, 1997), to scaffold students ’ design-related activities. Our experiences with using the diaries in middle school classrooms have helped us understand that in the dynamic, complex environment of the classroom, not all of the scaffolding can be provided with any one tool. Scaffolding needs to be distributed across the various agents that play a role in learning (for example- the teacher, peers and software and paper and pencil tools). We found that a system of scaffolding is required which integrates the activities that students have to carry out