Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students

Weinstein, Steven J.; Preiss, Devorah

doi:10.5296/jet.v4i1.9871

Cited by 20 publications

(22 citation statements)

References 27 publications

(38 reference statements)

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“…While it is not entirely possible to place all the credit of score improvement on the video libraries' implementation, score improvements suggest that the implementation had a positive impact. These findings support the literature on JiTT and Scaffolding's effectiveness in improving critical thinking skills (Turnip et al, 2016;Weinstein & Preiss, 2017;Wilson, 2016). The videos were designed explicitly to be a curriculum-wide intervention, designed to improve analytical knowledge and increase critical thinking skills.…”

Section: Discussionsupporting

confidence: 80%

“…The video repository created consistent material that facilitated learning and reduced instructor workload. Learning outcomes in both content knowledge and critical thinking improved, supporting the effectiveness of scaffolding and JiTT in creating a video repository (Turnip et al, 2016;Weinstein & Preiss, 2017;Wilson, 2016). Even the longer videos maintained high view counts and positive comments supporting the observation that requiring interaction improves engagement with longer videos (Geri et al, 2017).…”

Section: Pedagogical Implicationsmentioning

confidence: 82%

“…Scaffolding describes the process in which a knowledgeable individual aids someone less competent to gain knowledge on a subject so that they may learn to apply the concept, thereby enabling a project to be completed that would otherwise be beyond the learner's capability (Quintana et al, 2004;Stone, 1998;Wood et al, 1976). The process of building up students' knowledge and then allowing independent work promotes critical thinking and problem solving (Weinstein & Preiss, 2017;Wilson, 2016). In STEM-related fields, scaffolding has been useful but best utilized in specific problem-based tasks (Belland et al, 2017).…”

Section: Scaffoldingmentioning

confidence: 99%

See 2 more Smart Citations

Innovative Pedagogical Strategies of Streaming, Just-in-Time Teaching, and Scaffolding: A Case Study of Using Videos to Add Business Analytics Instruction Across a Curriculum

2021

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Aim/Purpose: Business analytics is a cross-functional field that is important to implement for a college and has emerged as a critically important core component of the business curriculum. It is a difficult task due to scheduling concerns and limits to faculty and student resources. This paper describes the process of creating a central video repository to serve as a platform for just in time teaching and the impact on student learning outcomes. Background: Industry demand for employees with analytical knowledge, skills, and abilities requires additional analytical content throughout the college of business curriculum. This demand needs other content to be added to ensure that students have the prerequisite skills to complete assignments. Two pedagogical approaches to address this issue are Just-in-Time Teaching (JiTT) and scaffolding, grounded in the Vygoskian concept of “Zone of Proximal Development. Methodology: This paper presents a case study that applies scaffolding and JiTT teaching to create a video repository to add business analytics instruction to a curriculum. The California Critical Thinking Skills Test (CCTST) and Major Field Test (MFT) scores were analyzed to assess learning outcomes. Student and faculty comments were considered to inform the results of the review. Contribution: This paper demonstrates a practical application of scaffolding and JiTT theory by outlining the process of using a video library to provide valuable instructional resources that support meaningful learning, promote student academic achievement, and improve program flexibility. Findings: A centrally created library is a simple and inexpensive way to provide business analytics course content, augmenting standard content delivery. Assessment of learning scores showed an improvement, and a summary of lessons learned is provided to guide implications. Recommendations for Practitioners: Pedagogical implications of this research include the observation that producing a central library of instructor created videos and assignments can help address knowledge and skills gaps, augment the learning of business analytics content, and provide a valuable educational resource throughout the college of business curriculum. Recommendation for Researchers: This paper examines the use of scaffolding and JiTT theories. Additional examination of these theories may improve the understanding and limits of these concepts as higher education evolves due to the combination of market forces changing the execution of course delivery. Impact on Society: Universities are tasked with providing new and increasing skills to students while controlling the costs. A centrally created library of instructional videos provides a means of delivering meaningful content while controlling costs. Future Research: Future research may examine student success, including the immediate impact of videos and longitudinally using video repositories throughout the curriculum. Studies examining the approach across multiple institutions may help to evaluate the success of video repositories. Faculty acceptance of centrally created video libraries and assignments should be considered for the value of faculty recruiting and use in the classroom. The economic impact on both the university and students should be evaluated.

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Section: Discussionsupporting

confidence: 80%

Section: Pedagogical Implicationsmentioning

confidence: 82%

Section: Scaffoldingmentioning

confidence: 99%

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Innovative Pedagogical Strategies of Streaming, Just-in-Time Teaching, and Scaffolding: A Case Study of Using Videos to Add Business Analytics Instruction Across a Curriculum

2021

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“…According to Hasnunidah et al (2015), scaffolding is a form of assistance to the potential abilities of students who are in the Zone of Proximal Development (ZPD) to achieve higher abilities. Scaffolding can also improve the ability to think critically through search, solve, create, and share learning models (Saregar et al, 2018) and encouraging students critical thinking disposition (Weinstein, 2017). SCOIL takes place well because teachers and students are active and have good observation, communication, and cooperation.…”

Section: The Implementation Of the Science Contextbased Inquiry Learnmentioning

confidence: 99%

Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

Pursitasari

Suhardi

Putra

et al. 2020

JPII

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This study aims to enhance critical thinking skill through science context-based inquiry learning (SCOIL). This study is a quasi-experimental research with pretest and posttest control group design. The SCOIL was carried out in seventh-grade junior high school in Bogor with 56 students consisted of 24 boys and 36 girls. Data were collected by giving out critical thinking skill tests, observing the teaching and learning process, and students’ activities. Those data were analyzed descriptively and inferentially. Syntax of SCOIL was namely observation, investigation, representation, conclusions, and communication. The result of the SCOIL model implementation showed increased activity with high category and N-gain critical thinking skill was categorized at the medium level. The significance test showed the critical thinking skills of students with the SCOIL model are greater than the guided inquiry learning model. It can be concluded that the SCOIL model can enhance the critical thinking skills of junior high school students.

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“…The coherence between the learning approach and the assessment model used is very important for teachers to pay attention to. A good assessment instrument should describe the achievement of learning outcomes objectively and can be used as material for reflection to improve the learning process (Weinstein & Preiss, 2017). Assessment of learning outcomes can help teachers improve the quality of learning and provide feedback for students to improve learning outcomes.…”

Section: Irje |Indonesian Research Journal In Education|mentioning

confidence: 99%

Development of an Authentic Assessment Model in Mathematics Learning: A Science, Technology, Engineering, and Mathematics (STEM) Approach

Widana¹,

Sopandi

Suwardika

2021

IRJE

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STEM (Science, Technology, Engineering, Mathematics) approach in mathematics learning is very suitable for improving higher-order thinking skills. However, the ability of teachers to develop authentic assessment models based on the STEM approach is still low. This study aims to develop an authentic assessment model suitable for learning based on the STEM approach in mathematics at Senior High School. This study used a Research & Development design adapted from the Borg & Gall model. Data were collected using a validation sheet and a questionnaire. The data source was 269 teacher respondents selected using multistage random sampling technique, while two experts from higher education as validators and 21 senior high school math teachers experienced as panellists were determined by purposive sampling technique. Data were analysed through a quantitative approach. The product of this research is an authentic assessment model consisting of twenty project tasks. The results of the analysis show that 16 project tasks with very good quality and four project tasks with good quality, declared appropriate and in accordance with the STEM approach-based learning.

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Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students

Cited by 20 publications

References 27 publications

Innovative Pedagogical Strategies of Streaming, Just-in-Time Teaching, and Scaffolding: A Case Study of Using Videos to Add Business Analytics Instruction Across a Curriculum

Innovative Pedagogical Strategies of Streaming, Just-in-Time Teaching, and Scaffolding: A Case Study of Using Videos to Add Business Analytics Instruction Across a Curriculum

Enhancement of Student’s Critical Thinking Skill through Science Context-based Inquiry Learning

Development of an Authentic Assessment Model in Mathematics Learning: A Science, Technology, Engineering, and Mathematics (STEM) Approach

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