The Impact of Scaffolding and Student Achievement Levels in a Problem-Based Learning Environment
ISAIJLS Volume 35, Number 1, ISSN 0020-4277
This study examined how scaffolds and student achievement levels influence inquiry and performance in a problem-based learning environment. The scaffolds were embedded within a hypermedia program that placed students at the center of a problem in which they were trying to become the youngest person to fly around the world in a balloon. One-hundred and eleven seventh grade students enrolled in a science and technology course worked in collaborative groups for a duration of 3 weeks to complete a project that included designing a balloon and a travel plan. Student groups used one of three problem-based, hypermedia programs: (1) a no scaffolding condition that did not provide access to scaffolds, (2) a scaffolding optional condition that provided access to scaffolds, but gave students the choice of whether or not to use them, and (3) a scaffolding required condition required students to complete all available scaffolds. Results revealed that students in the scaffolding optional and scaffolding required conditions performed significantly better than students in the no scaffolding condition on one of the two components of the group project. Results also showed that student achievement levels were significantly related to individual posttest scores; higher-achieving students scored better on the posttest than lower-achieving students. In addition, analyses of group notebooks confirmed qualitative differences between students in the various conditions. Specifically, those in the scaffolding required condition produced more highly organized project notebooks containing a higher percentage of entries directly relevant to the problem. These findings suggest that scaffolds may enhance inquiry and performance, especially when students are required to access and use them.
Simons, K.D. & Klein, J.D. (2007). The Impact of Scaffolding and Student Achievement Levels in a Problem-Based Learning Environment. Instructional Science: An International Journal of the Learning Sciences, 35(1), 41-72.
Cited ByView References & Citations Map
Promoting learning in online, ill-structured problem solving: The effects of scaffolding type and metacognition level
Joo Yeun Kim, Center for Teaching and Learning; Kyu Yon Lim, Department of Educational Technology
Computers & Education Vol. 138, No. 1 (September 2019) pp. 116–129
The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning
Lanqin Zheng, Xin Li, Xuan Zhang & Wei Sun
Internet and Higher Education Vol. 42, No. 1 (July 2019) pp. 13–24
The Effects of Technology-Supported Socioscientific Inquiry (SSI) on Student Achievement and Attitudes Towards Science
Thomas Brush, Krista Glazewski & Suhkyung Shin, Indiana University, United States; Sungwon Shin, Texas Tech University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2594–2599
Min Liu, Lucas Horton, Jaejin Lee, Jina Kang, Sa Liu, Ryan Myers & Amy Maxwell, Univ. of Texas at Austin, United States
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 171–181
Cory Callahan, University of Alabama, United States
Journal of Educational Multimedia and Hypermedia Vol. 23, No. 4 (October 2014) pp. 309–334
Holly Henry, University of Missouri Columbia, United States
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 2822–2827
Facilitating Technology-Enhanced Problem-based Learning (PBL) in the Middle School Classroom: An Examination of How and Why Teachers Adapt
Peggy A. Ertmer, Purdue University, United States; Krista D. Glazewski, New Mexico State University, United States; Donna Jones & Anne Ottenbreit-Leftwich, Indiana University, United States; Yuksel Goktas, Ataturk University, Turkey; Kelly Collins, Purdue University, United States; Aslihan Kocaman, Middle East Technical University, Turkey
Journal of Interactive Learning Research Vol. 20, No. 1 (January 2009) pp. 35–54
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.