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ERIC Number: EJ899078
Record Type: Journal
Publication Date: 2010-Oct
Pages: 23
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-1042-1629
Scaffolding Middle School Students' Content Knowledge and Ill-Structured Problem Solving in a Problem-Based Hypermedia Learning Environment
Bulu, Saniye Tugba; Pedersen, Susan
Educational Technology Research and Development, v58 n5 p507-529 Oct 2010
This study investigated the effects of domain-general and domain-specific scaffolds with different levels of support, continuous and faded, on learning of scientific content and problem-solving. Students' scores on a multiple-choice pretest, posttest, and four recommendation forms were analyzed. Students' content knowledge in all conditions significantly increased from pretest to posttest. However, the continuous domain-specific condition outperformed the other conditions on the posttest. Although domain-general scaffolds were not as effective as domain-specific scaffolds on learning content and problem representation, they helped students develop solutions, make justifications, and monitor learning. Unlike domain-specific scaffolds, domain-general scaffolds helped students transfer problem-solving skills when they were faded. Several suggestions are discussed for making improvements in the design of scaffolds to facilitate ill-structured problem solving.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A