The effects of scaffolded computerized science problem-solving on achievement outcomes: a comparative study of support programs.
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 i...
| Publicado en: | Journal of Computer Assisted Learning Vol. 23; no. 5; pp. 410 - 425 |
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| Formato: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Oct2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105269664&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105269664 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2007 vid: 23 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105269664 105269664 2010457807 10.1111/j.1365-2729.2007.00226.x 105269664 ppf: 410 ppct: 15 formats: tig: atl: The effects of scaffolded computerized science problem-solving on achievement outcomes: a comparative study of support programs. aug: au: Fund Z affil: Bar-Ilan University, School of Education, Ramat-Gan 52900, Israel; fundzv@mail.biu.ac.il sug: subj: Computer-Assisted Instruction In Adolescence Curriculum In Adolescence Adolescence Analysis of Variance Chi Square Test Comparative Studies Female Human Israel Male Outcomes of Education Post Hoc Analysis Schools, Middle Students, Middle School Adolescent: 13-18 years Female Male ab: 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 > Strategic > Operative > Enrichment > 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. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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