Instructional Scaffolding in STEM Education

Belland, Brian R.

doi:10.1007/978-3-319-02565-0

Cited by 124 publications

(136 citation statements)

References 211 publications

(344 reference statements)

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“…The principle of scaffolding in learning is to help students achieve learning objectives (Belland, 2017;Browne, Hough, & Schwab, 2009;Malik, 2017;Sinaga & Suhandi, 2015). The scaffolding phase is supported by Vygotsky's social constructivist theory (Malik, 2017;Shabani, Khatib, & Ebadi, 2010).…”

Section: Resultsmentioning

confidence: 99%

Thinking working scaffolding sharing model to improve natural science competencies for biology pre-service teachers

Kurnia

Ibrahim

Widodo

2019

JPBI

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Competencies of nowadays biology pre-service teacher is an important key for the future education quality. This article aimed to discuss the effectiveness of Thinking Working Scaffolding Sharing (TWSS) model implementaton in Departement of Biology UM. This quantitative descriptive study used learning outcomes (professional and pedagogical competencies), attitudes, and group activity of biology pre-service teacher as determinant factors of the TWSS model effectiveness. The instrument to collect the data for those parameters were product assessment and observation sheet. Universitas Negeri Malang assessment guideline was utilized to determine the pre-service teachers’ competencies; meanwhile, the percentage calculation was employed as the data analysis procedure to proceed the data. The results informed: 1) the mean values of learning outcomes for professional and pedagogical competencies were 94 and 74, respectively; 2) 92% of students showed individual responsibility in completing their tasks (in which 46% was categorized as ‘excellent’ and the other 46% was considered as ‘good’); 3) 85% of students performed excellent attitude in their group work. Therefore, the implementation of TWSS model is effective to improve natural science competencies for biology pre-service teacher.

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Section: Resultsmentioning

confidence: 99%

Thinking working scaffolding sharing model to improve natural science competencies for biology pre-service teachers

Kurnia

Ibrahim

Widodo

2019

JPBI

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“…To lahko prepreči učitelj s podporo učencem v obliki ustnih oziroma pisnih navodil, kot je bilo tudi v naši raziskavi. Belland (2017) je navedel različne podpore učitelja: konceptualne (učencu dajejo namige o vsebini in ključnih pojmih), strateške (učitelj daje navodila učencem, kako se lotiti učinkovitega učenja, npr. katere učne strategije uporabiti), metakognitivne (učenec dobi namige, kako načrtovati, spremljati in evalvirati svoje delo) ali motivacijske (to so učiteljevi namigi za vzdrževanje učenčeve motivacije in pripravljenosti vlagati trud v učenje).…”

Section: E-učbenik V Primerjavi S Klasičnim Učbenikomunclassified

“…Dozdajšnje raziskave uspešnosti učenja iz egradiv sicer že ugotavljajo učinkovitost učiteljevih navodil in različnih opor (Belland, 2017;Jones in Brown, 2011;Luik in Mikk, 2008;Nishizaki, 2015), vendar njihov vpliv še ni dobro raziskan. Zato smo v naši študiji želeli raziskati vlogo strateških opor učitelja (Belland, 2017) ob hkratnem nadzoru nekaterih najpomembnejših dejavnikov učencev, ki določajo njihovo učno uspešnost pri e-učenju.…”

Section: Namen In Cilji Raziskaveunclassified

“…razmislek o povezanosti globalnega segrevanja, gladine morja in deleža slane vode). Omenjena navodila učiteljic sodijo v sklop strateških in metakognitivnih opor (Belland, 2017), pri čemer so jih dijaki ES imeli ves čas na voljo na tabli s pomočjo diaprojekcije. Dijaki iz KS teh dodatnih navodil niso dobili in jih niso imeli na voljo na tabli.…”

Section: Postopekunclassified

“…Kaže namreč, da učiteljevo usmerjanje k spretnemu delu z elementi v e-gradivu pomaga dijakom k boljšemu procesiranju učnih vsebin in h končnemu učnem dosežku. Smiselno se nam zdi nadaljnje raziskovanje vpliva različnih učiteljevih navodil (strateških, metakognitivnih in motivacijskih [Belland, 2017]) na učno uspešnost učencev. Zanimivo bi bilo preučiti učinek posamičnih in kombiniranih opor oziroma navodil.…”

Section: Zaključki Omejitve In Uporaba Raziskovalnih Ugotovitevunclassified

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Vpliv učiteljevih navodil na učno uspešnost dijakov pri učenju z e-učbeniki

Poznič¹,

Pečjak²

2017

psio

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Rače 2 Oddelek za psihologijo, Filozofska fakulteta, Univerza v LjubljaniPovzetek: E-izobraževanje, e-učenje in e-učbeniki so pojmi, povezani s sodobnim šolanjem. Interaktivni e-učbeniki predstavljajo učni vir, iz katerega se lahko učenci učinkovito učijo. Učenci, spretni v uporabi tehnologije, niso nujno spretni tudi pri učenju s tehnologijo, ampak pri tem potrebujejo usmeritve. V raziskavi smo s pomočjo eksperimenta preverjali vpliv učiteljevih navodil na učno uspešnost učencev pri učenju z interaktivnim e-učbenikom. V raziskavi je sodelovalo 83 dijakov 1. letnikov dveh gimnazij, od tega 45 v eksperimentalni (ES) in 38 v kontrolni skupini (KS). Dijaki ES, ki so prejeli učiteljeva navodila, kako uporabljati multimedijske in interaktivne elemente e-učbenika, so bili v primerjavi z dijaki KS, ki takšnih navodil niso prejeli, učno uspešnejši. Dijaki ES so se po učenju iz e-učbenika zaznavali kot nekoliko kompetentnejši ter so v nekoliko večji meri uporabljali multimedijske in interaktivne elemente tega učbenika kot njihovi vrstniki iz KS. Raziskava je pokazala, da je samostojno učenje dijakov iz eučbenika lahko uspešnejše, če jih učitelj s pomočjo navodil seznani, kako ga uporabljati.Ključne besede: elektronski učbeniki, učiteljeva navodila, dijaki, učna uspešnostThe effect of the teacher's instructions on the academic achievement of high school students in learning with e-textbooks Abstract: E-education, e-learning and e-textbooks are concepts associated with modern education. Interactive e-textbooks represent a learning resource from which students can learn effectively. Even though contemporary students are skilful with technology in general, that does not mean they are skilful with technology based learning and may need guidance with such learning activities. In our research, we conducted an experiment in order to test the impact of teacher's instructions on the academic achievements of high school students in learning with interactive e-textbooks. The study involved 83 high school students in their first year. There were 45 students in the experimental group (EG) and 38 students in the control group (CG). The students from the EG who have received teacher's instructions on how to use multimedia and interactive elements of the e-textbook were more successful at learning than the students from the CG who did not get such instructions. Students of the EG perceived themselves as more competent and they used multimedia and interactive elements of a textbook more often than their peers from the CG. The results showed that students' independent learning from e-textbooks can be more successful if the teacher provides clear instructions on how to use them.

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Technology Applications to Support Teachers’ Design and Facilitation of, and Students’ Participation in PBL

Belland¹

2019

The Wiley Handbook of Problem‐Based Learning

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Instructional Scaffolding in STEM Education

Abstract: The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Cited by 124 publications

References 211 publications

Thinking working scaffolding sharing model to improve natural science competencies for biology pre-service teachers

Thinking working scaffolding sharing model to improve natural science competencies for biology pre-service teachers

Vpliv učiteljevih navodil na učno uspešnost dijakov pri učenju z e-učbeniki

Technology Applications to Support Teachers’ Design and Facilitation of, and Students’ Participation in PBL

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