A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions

Ge, Xun; Land, Susan M.

doi:10.1007/bf02504836

Cited by 294 publications

(91 citation statements)

References 35 publications

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“…Studies have shown that scaffolds benefit both instructional teaching and students' learning [40][41][42]. Ge et al [43] found that scaffolds can "support students to activate schemata, organize and retrieve knowledge, monitor and evaluate, and reflect on their learning". The effectiveness of different forms of scaffolding has been reviewed in some studies [22,44].…”

Section: Design Of An Inquiry-based Instructional Sequence Using Intementioning

confidence: 99%

Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations

2018

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This study investigated the effectiveness of a novel inquiry-based instructional sequence using interactive simulations for supporting students' development of conceptual understanding, inquiry process skills and confidence in learning. The study, conducted in Beijing, involved two teachers and 117 students in four classes. The teachers participated in professional learning and were supported in enacting one of two different instructional approaches the Interactive Simulations Instructional Approach (ISIA) (experimental group) or conventional instruction (control group). Each student group completed pre-tests and post-tests, and classroom observations were conducted to ensure that the implementation of the intervention was consistent. Our findings reveal that students in the ISIA group demonstrated significantly greater gains in conceptual understanding, inquiry process skills and confidence in learning than their peers in the conventional instruction group. Neither students' sex nor their levels of academic achievement showed main effects on students' achievement in any of the three outcome types (understanding, skill, confidence). This study demonstrates that the combination of interactive simulations and inquiry-based learning can enhance the development of students' conceptual understanding, inquiry process skills and confidence in learning.

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Section: Design Of An Inquiry-based Instructional Sequence Using Intementioning

confidence: 99%

Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations

2018

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“…More generally, reflection prompts can serve multiple purposes in reflection tools, including instruction (how to reflect or improve work), motivation or reminding (of certain activities), coordination (e.g., of communication during reflection), or creating synergy and knowledge integration by merging experiences (Thillmann, Künsting, Wirth, & Leutner, 2009). The characteristic aspect of prompts is that the decision of how to react to a prompt is left to the user: the prompts balance freedom and structured reflection by providing effective yet unobtrusive support (e.g., Davis, 2000;Xun & Land, 2004). Researchers have shown that asking reflection participants questions in face-to-face situations helps collaborative reflection (e.g., Daudelin, 1996), which suggests that prompts may also be helpful in collaborative reflection.…”

Section: Designing Collaborative Reflection Support: Related Workmentioning

confidence: 99%

Supporting Collaborative Reflection at Work: A Socio-Technical Analysis

Prilla¹

2015

THCI

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“…This usually takes the form of a verbal utterance or longer exchange; however, it can be a non-verbal cue or response to student activity (Dillenbourg & Crivelli, 2009). Xun and Land (2004) identified three kinds of prompts teachers employ to support collaboration: procedural, elaboration and reflection prompts. They argue that the more experienced the learners become, the less procedural prompts they will need, charting a shift towards reflective prompts which foster metacognitive processes.…”

Section: Pre-active Phasementioning

confidence: 99%

Observe, interact and act: teachers’ initiation of mini-plenaries to scaffold small-group collaboration

Joyce-Gibbons

2016

Technology, Pedagogy and Education

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Mini-plenaries, the shift in discussion from group to class and then back to group during the course of a small-group collaborative activity, have long been part of the repertoire of teachers. Despite this, they are not considered in detail in the research into teacher orchestration or classroom interaction. This article explores the behaviours of two teachers prior to their decision to initiate a miniplenary. It considers the impact of technology and classroom conditions on this decision. It also looks at the impact of mini-plenaries on student learning and discusses what the initiation of a mini-plenary may signify within the current theoretical framing of classroom orchestration and teacher-student interaction.

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A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions

Cited by 294 publications

References 35 publications

Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations

Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations

Supporting Collaborative Reflection at Work: A Socio-Technical Analysis

Observe, interact and act: teachers’ initiation of mini-plenaries to scaffold small-group collaboration

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