Instructional Scaffolding in STEM Education
Strategies and Efficacy Evidence
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Article
Transfer of responsibility from scaffolding to preservice early childhood teachers learning to debug
Computer science is often integrated within early childhood education (ECE) through the use of educational robots. This requires adequate preparation of ECE teachers to program and debug, which can be done wit...
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Chapter and Conference Paper
AI for Coding Education Meta-analyses: An Open-Science Approach that Combines Human and Machine Intelligence
Meta-analysis provides researchers with a way to assess the efficacy of an educational intervention across multiple independent studies by integrating them into a single statistical analysis, and thereby gener...
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Article
Open AccessDebugging behaviors of early childhood teacher candidates with or without scaffolding
It is critical to teach all learners to program and think through programming. But to do so requires that early childhood teacher candidates learn to teach computer science. This in turn requires novel pedagog...
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Article
Influence of Scaffolding on Information Literacy and Argumentation Skills in Virtual Field Trips and Problem-Based Learning for Scientific Problem Solving
Success in problem-based learning requires both strong information literacy to search for, evaluate, and use information effectively, and argumentation skills to generate coherent arguments. This study investi...
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Article
Computer-Based Scaffolding Targeting Individual Versus Groups in Problem-Centered Instruction for STEM Education: Meta-analysis
Computer-based scaffolding (CBS) has been regarded as an effective way to help individual students complete and gain skill at completing complex tasks beyond their current ability level. Previous meta-analyses...
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Article
Exploring the relationship between African American adult learners’ computer, Internet, and academic self-efficacy, and attitude variables in technology-supported environments
This study was conducted to investigate the relationship between African American adult students’ computer, Internet, and academic self-efficacy, and their attitudes toward computers, in technology-supported e...
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Article
An Examination of Credit Recovery Students’ Use of Computer-Based Scaffolding in a Problem-Based, Scientific Inquiry Unit
In this study, we investigated how high school credit recovery students worked in small groups and used computer-based scaffolds to conduct scientific inquiry in a problem-based learning unit centered on water...
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Article
Open AccessEffectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis
Computer-based scaffolding plays a pivotal role in improving students’ higher-order skills in the context of problem-based learning for Science, Technology, Engineering and Mathematics (STEM) education. The ef...
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Article
PBL Group Autonomy in a High School Environmental Science Class
With increasing class sizes, teachers and facilitators alike hope for learning groups where students work together in self-contained and autonomous ways requiring reduced teacher support. Yet many instructors ...
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Article
Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability
To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructi...
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Book
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Chapter
Intended Learning Outcomes and Assessment of Computer-Based Scaffolding
In this chapter, I describe the intended learning outcomes of scaffolding—content knowledge and higher-order thinking abilities—and link these to the goals advanced by the Next Generation Science Standards and...
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Chapter
Conclusion
In this chapter, I conclude this book on computer-based scaffolding in science, technology, engineering, and mathematics (STEM) education. I note the overall effect size point estimate for scaffolding—g = 0.46—an...
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Chapter
Introduction
In this chapter, I describe the call for the use of problem-centered instructional approaches in science, technology, engineering, and mathematics (STEM) education. I note the rationale for this book—specifica...
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Chapter
Context of Use of Computer-Based Scaffolding
The contexts in which computer-based scaffolding is used can vary widely. Such variation is by learner population (e.g., grade level and other characteristics such as achievement level and socioeconomic status...
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Chapter
Computer-Based Scaffolding Strategy
This chapter covers variations in scaffolding strategies along the following characteristics—scaffolding function (e.g., strategic and conceptual), context specificity (i.e., generic or context-specific), cust...
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Chapter
Instructional Scaffolding: Foundations and Evolving Definition
This chapter covers the definition of instructional scaffolding, as well as its theoretical bases, and how those bases are reflected in computer-based scaffolding. Computer-based scaffolding is defined as a co...
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Article
An ethnomethodological perspective on how middle school students addressed a water quality problem
Science educators increasingly call for students to address authentic scientific problems in science class. One form of authentic science problem—socioscientific issue—requires that students engage in complex...
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Article
An exploratory study of adult learners’ perceptions of online learning: Minority students in continuing education
The study was an investigation of online adult learners’ perceptions of interaction, satisfaction, and performance within an online course using the Blackboard platform. Interaction included learners’ interact...
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Article
Scaffolding argumentation about water quality: a mixed-method study in a rural middle school
A common way for students to develop scientific argumentation abilities is through argumentation about socioscientific issues, defined as scientific problems with social, ethical, and moral aspects. Computer-b...
