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ERIC Number: EJ774875
Record Type: Journal
Publication Date: 2007-Oct
Pages: 15
Abstractor: Author
Reference Count: 24
ISSN: ISSN-0266-4909
The Effects of Scaffolded Computerized Science Problem-Solving on Achievement Outcomes: A Comparative Study of Support Programs
Fund, Z.
Journal of Computer Assisted Learning, v23 n5 p410-424 Oct 2007
This study examined the effect of scaffolding learning components in a computerized environment, for students solving qualitative science problems in a simulation of laboratory experiments. Four scaffolding components were identified (structural, reflective, subject-matter and enrichment) and used in different configurations to construct four unique cognitive and meta-cognitive support programs based on human teaching. These ranged from low (Enrichment) to full support (Integrated). We compared the scaffolded groups with one another and with a non-scaffolded control group. A "mathematics and reading comprehension" questionnaire was used to divide the participants (n = 473) into ability levels. At different points of time, achievement outcomes were measured by three open-ended subject-matter questionnaires, tapping knowledge and understanding. The findings indicate differential effects of the support programs mostly in the following order: Integrated greater than Strategic greater than Operative greater than Enrichment greater than Control. The structural component seems to be a "sine qua non" for success and has a consistent and powerful influence. The combination of reflection and structural components, however, are needed for superior achievement. Both reflection and subject-matter components work cumulatively over time.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A