Software‐Realized Scaffolding to Facilitate Programming for Science Learning

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Abstract
Programming is an activity through which students can learn about other domains, but the difficulty of programming diminishes its usefulness as a learning activity. One approach to facilitate the use of programming for learning is to view programming as a skill like those taught through apprenticeships, and to use the apprenticeship concept of scaffolding to facilitate doing and learning through programming. Scaffolding means providing modifiable support (through fading) that communicates process, coaches, and elicits articulation. Software‐realized scaffolding embeds scaffolding in a computer‐based environment. Emile implements software‐realized scaffolding to facilitate student learning of physics by facilitating students building computer‐based models and simulations. In this article, I present Emile's features as examples of software‐realized scaffolding, and I present the results of an evaluation of Emile's effectiveness. Students were able to use Emile to create fairly sophisticated programs and gained a qualitative understanding of kinematics in the process.

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