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A Conceptual Framework for Scaffolding Ill-Structured Problem-Solving Processes Using Question Prompts and Peer Interactions
ARTICLE

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Educational Technology Research and Development Volume 52, Number 2, ISSN 1042-1629

Abstract

We present a conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. We first examine the characteristics and processes of ill-structured problem solving, namely, problem representation, generating solutions, making justifications, and monitoring and evaluation. Then, we analyze each of the problem-solving processes with regard to its cognitive and metacognitive requirements, the issues and learning problems that might be encountered by students during each process, and the respective role of question prompts and peer interactions in scaffolding each process. Next, we discuss the role of the teacher in relation to the use of the two scaffolding techniques, and their limitations. Last, we discuss implications for instructional design by suggesting some specific guidelines, and made recommendations for future research.

Citation

Ge, X. & Land, S.M. (2004). A Conceptual Framework for Scaffolding Ill-Structured Problem-Solving Processes Using Question Prompts and Peer Interactions. Educational Technology Research and Development, 52(2), 5-22. Retrieved May 22, 2019 from .

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