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The support of students during their work on complex modelling problems is an ambitious process, especially if the students work as autonomously as possible. Scaffolding as a theoretical construct to describe how teachers should act in these situations, so that students can solve the problem as independently as possible, has proven to be adequate for empirical studies. In the research project presented, the activities analysed were those of future teachers working as tutors supporting students working on complex problems over 3 days. The tutors were educated beforehand in pre-service teacher seminars and had learned special scaffolding measure activities for this small group work. Based on an analysis of videotaped modelling processes, examples of successful and unsuccessful teacher activities are analysed. Finally, examples of appropriate strategic scaffolding measures are presented.


Institute for Learning Sciences and Teacher Education

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Book Chapter

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