Scaffolding information problem solving in web-based collaborative inquiry learning

Raes, Annelies; Schellens, Tammy; Wever, Bram De; Vanderhoven, Ellen

doi:10.1016/j.compedu.2011.11.010

Cited by 189 publications

(151 citation statements)

References 46 publications

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“…There are indications that the type of guidance that is effective for learning differs between learners with different levels of prior knowledge (Raes et al 2012). Research has shown that unguided learners with low prior knowledge apply less sophisticated strategies and demonstrate more undirected behavior in inquiry learning than more knowledgeable learners, who are using better strategies and require fewer trials to reach conclusions (Alexander and Judy 1988;Klahr and Dunbar 1988).…”

Section: Introductionmentioning

confidence: 99%

Supporting learners’ experiment design

Riesen

Gijlers

Anjewierden

et al. 2018

Education Tech Research Dev

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Inquiry learning is an educational approach in which learners actively construct knowledge and in which performing investigations and conducting experiments is central. To support learners in designing informative experiments we created a scaffold, the Experiment Design Tool (EDT), that provided learners with a step-by-step structure to select variables and to assign values to these variables, together with offering built-in heuristics for experiment design. To further structure the students' approach, the EDT was offered within a set of detailed research questions which again were grouped under a set of broader research questions. Learning results for learners who worked with the EDT were compared to results for learners in two control conditions. In the first control condition, learners received only the detailed research questions and not the EDT; in the second control condition, learners received only the limited set of general research questions. In all conditions, learners conducted their experiments in an online learning environment about the physics topic of Archimedes' principle. Conceptual knowledge was measured before and after the intervention using parallel forms of a knowledge test. Overall results showed significant learning gains in all three conditions, but no significant differences between conditions. However, learners who started with low prior knowledge showed a significantly higher learning gain in the EDT condition than in the two control conditions. This result indicates that the effect of providing learners with scaffolds does not follow a ''one-

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Section: Introductionmentioning

confidence: 99%

Supporting learners’ experiment design

Riesen

Gijlers

Anjewierden

et al. 2018

Education Tech Research Dev

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“…Fading can involve but is not limited to gradually transitioning students to a less supportive/directive form of support, lessening the frequency of prompts, and lessening the specificity of feedback. For example, one scaffold for high school students progressed from providing sentence starters in the body of a text box to a simple prompt to formulate sources to no prompt at all; this progression happened on a fixed schedule (Raes, Schellens, De Wever, & Vanderhoven, 2012).…”

Section: Customization Presence or Absencementioning

confidence: 99%

Computer-Based Scaffolding Strategy

Belland

2016

Instructional Scaffolding in STEM Education

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This chapter covers variations in scaffolding strategies along the following characteristics-scaffolding function (e.g., strategic and conceptual), context specificity (i.e., generic or context-specific), customization (e.g., fading and fading/ adding), and customization schedule (e.g., self-selected and performance-based). These variations and the theoretical basis for these are explained. Then, results from the meta-analysis are shared, which indicate that there are no differences in cognitive outcomes according to scaffolding function, context specificity, and customization. These results are then discussed.

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“…It can do this by extending students' abilities in the following areas: argumentation (Belland, 2010;Cho & Jonassen, 2002), modeling (Buckland & Chinn, 2010;Fretz et al, 2002), problem-solving (Ge & Land, 2003;Raes, Schellens, De Wever, & Vanderhoven, 2012), and forming coherent mental models to describe natural phenomena (Clark & Linn, 2013;Linn, 2000). As such, computer-based scaffolding is a timely intervention that raises the likelihood that problem-centered models will be successful.…”

Section: Resultsmentioning

confidence: 99%

Conclusion

Belland¹

2016

Instructional Scaffolding in STEM Education

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In this chapter, I conclude this book on computer-based scaffolding in science, technology, engineering, and mathematics (STEM) education. I note the overall effect size point estimate for scaffolding-g = 0.46-and compare that to other effect size estimates in the literature. I summarize the wide variation in contexts in which and learner populations among which scaffolding is used, as well as note the characteristics along which the magnitude of scaffolding's impact does not vary-contingency, generic versus context specific, and intended learning outcome-as well as characteristics along which it does-problem-centered model with which scaffolding is used, and grade level and learner characteristics. I also note areas in which more research is needed-motivation scaffolding, scaffolding for students with learning disabilities, and scaffolding in the context of projectbased and design-based learning.

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Scaffolding information problem solving in web-based collaborative inquiry learning

Cited by 189 publications

References 46 publications

Supporting learners’ experiment design

Supporting learners’ experiment design

Computer-Based Scaffolding Strategy

Conclusion

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