Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment

Date

2010-10-01

Author

Tokel, Saniye Tuğba

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This study investigated the effects of domain-general and domain-specific scaffolds with different levels of support, continuous and faded, on learning of scientific content and problem-solving. Students' scores on a multiple-choice pretest, posttest, and four recommendation forms were analyzed. Students' content knowledge in all conditions significantly increased from pretest to posttest. However, the continuous domain-specific condition outperformed the other conditions on the posttest. Although domain-general scaffolds were not as effective as domain-specific scaffolds on learning content and problem representation, they helped students develop solutions, make justifications, and monitor learning. Unlike domain-specific scaffolds, domain-general scaffolds helped students transfer problem-solving skills when they were faded. Several suggestions are discussed for making improvements in the design of scaffolds to facilitate ill-structured problem solving.

Subject Keywords

Science, Hypermedia, Ill-structured problem solving;, Prompt scaffolds

URI

https://hdl.handle.net/11511/38570
https://link.springer.com/article/10.1007/s11423-010-9150-9

Journal

ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT

DOI

https://doi.org/10.1007/s11423-010-9150-9

Collections

Department of Computer Education and Instructional Technology, Article

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Citation Formats

S. T. Tokel, “Scaffolding middle school students’ content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment,” ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, pp. 507–529, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/38570.