Metacognitive scaffolding in an innovative learning arrangement

Molenaar, Inge; Boxtel, Carla van; Sleegers, P.J.C.

doi:10.1007/s11251-010-9154-1

Cited by 73 publications

(52 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results of this study suggest that providing learners with problematizing scaffolds during learning can effectively improve their self‐regulation and enhance their learning achievements. Structuring scaffolds provide directive guidelines for game design, which may cause students to have difficulty transferring prior knowledge to a new situation (Molenaar et al , , ). Furthermore, the idea at the core of structuring scaffolds is that by providing structure or constraints (in the form of explicit direction or by narrowing choices), the complexity of the task is reduced.…”

Section: Discussionmentioning

confidence: 99%

“…But what would happen if students were provided with problematizing scaffolds instead of structuring? Previous researchers have discovered that students presented with problematizing scaffolds have a higher transfer of domain knowledge than students with structural support (Molenaar, van Boxtel & Sleegers, , , ). The influence of goal specificity is well documented for problem‐solving tasks; however, no empirical studies have been performed to determine how goal specificity is influenced by structuring and/or problematizing scaffolds.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

The effects of goal specificity and scaffolding on programming performance and self‐regulation in game design

Feng¹,

Chen²

2013

Brit J Educational Tech

View full text Add to dashboard Cite

The purpose of this study was to investigate the influence of goal specificity and scaffolding on the programming performance and self-regulation of elementary students engaged in learning game design. This study recruited 232 students for the experimental activities. Two levels of goal specificity were employed: specific and nonspecific. Structuring and problematizing scaffolds were also used to support students in the process of learning. Our results reveal the following: (1) nonspecific goals and structuring scaffolds led to superior comprehension of programming, (2) nonspecific goals with problematizing scaffolds led to better problem-solving performance, (3) problematizing scaffolds were more effective than structuring scaffolds in the development of self-regulation behavior, and (4) nonspecific goals were more effective than specific goals in the promotion of resource management associated with self-regulation.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The effects of goal specificity and scaffolding on programming performance and self‐regulation in game design

Feng¹,

Chen²

2013

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Past studies showed that these scaffolds did not affect group performance and did not affect cognition sequences (Molenaar & Chiu, 2014; Molenaar, van Boxtel, & Sleegers, 2011). …”

Section: Methodsmentioning

confidence: 98%

Effects of Sequences of Cognitions on Group Performance Over Time

Molenaar

Chiu

2017

Small Group Research

Self Cite

View full text Add to dashboard Cite

Extending past research showing that sequences of low cognitions (low-level processing of information) and high cognitions (high-level processing of information through questions and elaborations) influence the likelihoods of subsequent high and low cognitions, this study examines whether sequences of cognitions are related to group performance over time; 54 primary school students (18 triads) discussed and wrote an essay about living in another country (32,375 turns of talk). Content analysis and statistical discourse analysis showed that within each lesson, groups with more low cognitions or more sequences of low cognition followed by high cognition added more essay words. Groups with more high cognitions, sequences of low cognition followed by low cognition, or sequences of high cognition followed by an action followed by low cognition, showed different words and sequences, suggestive of new ideas. The links between cognition sequences and group performance over time can inform facilitation and assessment of student discussions.

show abstract

“…Yet, metacognitive activities play an important role in group work as well and these metacognitive skills might need explicit scaffolding as well (cf. AskellWilliams et al 2012;Molenaar et al 2011). Future classroom research should therefore jointly investigate the scaffolding of students' cognitive and metacognitive activities.…”

Section: Limitationsmentioning

confidence: 99%

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

View full text Add to dashboard Cite

Teacher scaffolding, in which teachers support students adaptively or contingently, is assumed to be effective. Yet, hardly any evidence from classroom studies exists. With the current experimental classroom study we investigated whether scaffolding affects students' achievement, task effort, and appreciation of teacher support, when students work in small groups. We investigated both the effects of support quality (i.e., contingency) and the duration of the independent working time of the groups. Thirty social studies teachers of pre-vocational education and 768 students (age 12-15) participated. All teachers taught a five-lesson project on the European Union and the teachers in the scaffolding condition additionally took part in a scaffolding intervention. Low contingent support was more effective in promoting students' achievement and task effort than high contingent support in situations where independent working time was low (i.e. help was frequent). In situations where independent working time was high (i.e., help was less frequent), high contingent support was more effective than low contingent support in fostering students' achievement (when correcting for students' task effort). In addition, higher levels of contingent support resulted in a higher appreciation of support. Scaffolding, thus, is not 123Instr Sci (2015) 43:615-641 DOI 10.1007/s11251-015-9351-z unequivocally effective; its effectiveness depends, among other things, on the independent working time of the groups and students' task effort. The present study is one of the first experimental study on scaffolding in an authentic classroom context, including factors that appear to matter in such an authentic context.

show abstract

Metacognitive scaffolding in an innovative learning arrangement

Cited by 73 publications

References 27 publications

The effects of goal specificity and scaffolding on programming performance and self‐regulation in game design

The effects of goal specificity and scaffolding on programming performance and self‐regulation in game design

Effects of Sequences of Cognitions on Group Performance Over Time

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Contact Info

Product

Resources

About