美国次贷危机对我国金融监管体制的警示与对策.pdf

A Scaffolding Design Framework for Software to Support Science InquiryAuthor(s): Chris Quintana, Brian J. Reiser, Elizabeth A. Davis, Joseph Krajcik, Eric Fretz,Ravit Golan Duncan, Eleni Kyza, Daniel Edelson and Elliot SolowaySource: The Journal of the Learning Sciences, Vol. 13, No. 3, Scaffolding (2004), pp. 337-386Published by: Taylor & Francis, URL: ble/1466941 .Accessed: 26/09/2014 09:45Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .e/info/about/policies/ .JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact ******@. .Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to The Journal ofthe Learning content downloaded from on Fri, 26 Sep 2014 09:45:55 AMAll use subject to JSTOR Terms and ConditionsTHE JOURNAL OF THE LEARNING SCIENCES, 13(3), 337-386 Copyright ? 2004, Lawrence Erlbaum Associates, Inc. A Scaffolding Design Framework for Software to Support Science Inquiry Chris Quintana School of Education University of Michigan Brian J. Reiser School of Education and Social Policy Northwestern University Elizabeth A. Davis, Joseph Krajcik, and Eric Fretz School of Education University of Michigan Ravit Golan Duncan, Eleni Kyza, and Daniel Edelson School of Education and Social Policy Northwestern University Elliot Soloway College of Engineering, School of Education, and School of Information University of Michigan The notion of scaffolding learners to help them eed in solving problems other- wise too difficult for them is an important idea that has extended into the design of scaffolded software tools for learners. However, although there is a growing body of work