Editing Instructional scaffolding (section)

===Context of guidance===

Constructivists pay close attention to the context of guidance because they believe instruction plays a major role in knowledge retention and transfer.<ref name="multiple"/> Research studies<ref>{{Cite journal |last1=Wieman |first1=C. |last2=Perkins |first2=K. |date=2005 |title=Transforming physics education |url=https://physicscourses.colorado.edu/EducationIssues/papers/PhysicsTodayFinal.pdf |journal=[[Physics Today]] |volume=59 |issue=11 |pages=36–41|doi=10.1063/1.2155756 |bibcode=2005PhT....58k..36W }}</ref><ref>{{Cite journal |last1=Hrepic |first1=Z. |last2=Zollman |first2=D. A. |last3=Rebello |first3=N. S. |date=2007 |title=Comparing students' and experts' understanding of the content of a lecture |journal=Journal of Science Education and Technology |volume=16 |issue=3 |pages=213–224 |doi=10.1007/s10956-007-9048-4|bibcode=2007JSEdT..16..213H |citeseerx=10.1.1.472.2790 |s2cid=41297923 }}</ref> demonstrate how the context of isolated explanations can have an effect on student-learning outcomes. For example, Hake's (1998) large-scale study<ref>{{Cite journal |last=Hake |first=R. R. |date=1998 |title=Interactive engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics course |journal=[[American Journal of Physics]] |volume=66 |issue=1 |pages=64–74 |doi=10.1119/1.18809|bibcode=1998AmJPh..66...64H |s2cid=14835931 }}</ref> demonstrated how post-secondary physics students recalled less than 30% of material covered in a traditional lecture-style class. Similarly, other studies<ref>{{Cite journal |last1=Capon |first1=N. |last2=Kuhn |first2=D. |date=2004 |title=What's so good about problem-based learning? |url=https://www.jstor.org/stable/3233851 |journal=Cognition and Instruction |volume=22 |issue=1 |pages=61–79 |doi=10.1207/s1532690Xci2201_3 |jstor=3233851 |s2cid=37373838 |issn=0737-0008 |oclc=926325171|url-access=subscription }}</ref><ref>{{Cite journal |last1=Miller |first1=C. |last2=Lehman |first2=J. |last3=Koedinger |first3=K. |date=1999 |title=Goals and learning in microworlds |journal=[[Cognitive Science (journal)|Cognitive Science]] |volume=23 |issue=3 |pages=305–336 |doi=10.1016/S0364-0213(99)00007-5}}</ref><ref>{{Cite journal |last1=Swartz |first1=D. L. |last2=Martin |first2=T. |date=2004 |title=Inventing to prepare for learning: The hidden efficiency of original student production in statistics instruction |url=https://www.jstor.org/stable/3233926 |journal=Cognition and Instruction |volume=22 |issue=2 |pages=129–184 |doi=10.1207/s1532690xci2202_1 |jstor=3233926 |s2cid=11677856}}</ref> illustrate how students construct different understandings from explanation in isolation versus having a first experience with the material. A first, experience with the material provides students with a "need to know",<ref name="multiple"/> which allows learners to reflect on prior experiences with the content, which can help learners construct meaning from instruction.<ref name="multiple"/> [[Worked-example effect|Worked examples]] are guiding tools that can act as a "need to know" for students. Worked examples provide students with straightforward goals, step-by-step instructions as well as ready-to-solve problems that can help students develop a stronger understanding from instruction.<ref>{{Cite journal |last=Carroll |first=W. |date=1994 |title=Using worked examples as instructional support in the algebra classroom |journal=[[Journal of Educational Psychology]] |volume=86 |issue=3 |pages=360–367|doi=10.1037/0022-0663.86.3.360 }}</ref><ref>{{Cite journal |last1=Trafton |first1=J. G. |last2=Reiser |first2=B. J. |date=1993 |title=The contribution of studying examples and solving problems to skill acquisition |journal=15th Annual Conference of the Cognitive Science Society |oclc=30662070}}</ref>