A Study on the Formulation Process of Bruner's Concept of "Scaffolding"

Research, Article Japanese OPEN
今井, 康晴 (2008)
  • Publisher: 広島大学大学院教育学研究科
  • Journal: 広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域, issue 57, pages 35-42 (issn: 1346-5546)
  • Related identifiers: doi: 10.15027/25857
  • Subject: ヴィゴツキー | scaffolding | ブルーナー | Vygostky | 370 | 足場かけ | Bruner

The purpose of this paper is to clarify the Vygotsky's influence on the formulation of Jerome Bruner's "Scaffolding" theory. In section 1, Bruner is encounter with Vygostky's theory was described, and it was pointed out, in section 2, that Bruner's idea of cognitive development changed through Bruner's acquaintance of Vygotsky's disciple Ruria. In section 3, Bruner's evaluation of Vygostky was discussed through the examination into Vygotsky's Thought and Language. And section 4, Bruner's understanding of "Zone of Proximal Development (ZPD)" was clarified. In section 5, Bruner's, idea developed from ZPD to "Scaffolding" theory was point out. In addition, the meaning of “Scaffolding" in Bruner's tutoring experiment was indicated. In the formation of Bruner's concept of "Scaffolding", it was clarified that Vygotsky's influence was important. The theory of "Scaffolding" had two aspects for Bruner: the aspect of freedom from Piaget; the aspect of justification of his own theory of cognitive development. It was not only the application of ZPD to educational practice. In this way, it would have an important meaning in the research on Bruner that his theory of cognitive development and education changed under the influence of Vygostky.
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