NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ943308
Record Type: Journal
Publication Date: 2011-Nov
Pages: 19
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0020-4277
Metacognitive Scaffolding in an Innovative Learning Arrangement
Molenaar, Inge; van Boxtel, Carla A. M.; Sleegers, Peter J. C.
Instructional Science: An International Journal of the Learning Sciences, v39 n6 p785-803 Nov 2011
This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning process and took a structuring or problematizing form. In an experimental design the two experimental groups receiving scaffolds were compared with a control group. The experimental groups differed in the form of scaffolding used: structuring scaffolds versus problematizing scaffolds. We analyzed the effects of metacognitive scaffolding and of different forms of scaffolds on the learning outcomes at group and individual level. The results showed no effect of scaffolding on group performance, nor on the acquired individual domain knowledge, but a small effect on acquired individual metacognitive knowledge. With respect to the effects of different forms of scaffolds, we found a small effect on group performance, on transfer of individual domain knowledge and on the individual metacognitive knowledge acquired. (Contains 5 tables and 3 figures.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A