- May 2021
Further, while the notion of ‘steps’ is often used in education as a way to scaffold knowledge, in the case of the Australian Aboriginal memory technique, there is also literal use of the term ‘steps’ as the following quote highlights: “[w]alking around and looking at the trees was a good visual tool to relate to corresponding steps in the cycle”. Kelly [1, p. 20] concurs and refers to the way Indigenous cultures use geography and landscape to create “memory spaces” and even “narrative landscapes”.
Steps, diagrams, and other structures have been almost all that is left of potential mnemotechniques following educational reform in the late 1500s.
Is there any research on these sorts of knowledge scaffolds in modern education?
A classic example in Western culture can be seen in Eusebius' breaking the Bible down into smaller pieces using verses, though I don't think it was made canonical until during the Renaissance.