Scaffolding information problem solving in web-based collaborative inquiry learning
- 作者：Annelies Raes ; annelies.raes@ugent.be ; Tammy Schellens ; Bram De Wever ; Ellen Vanderhoven
- 关键词：Web-based inquiry ; Information problem solving ; Scaffolding ; Secondary science education ; Individual differences
- 刊名：Computers and Education
- 出版年：2012
- 期刊代码：34_03601315
- 类别：cp
- 出版时间：August, 2012
- 卷：59
- 期：1
- 页码：82-94
- 文件大小：719 K
摘要
This study investigated the impact of different modes of scaffolding on students who are learning science through a web-based collaborative inquiry project in authentic classroom settings and explored the interaction effects with students鈥?characteristics. The intervention study aimed to improve domain-specific knowledge and metacognitive awareness during online information problem solving (IPS) as part of an online inquiry project. Three experimental conditions (teacher-enhanced scaffolding, technology-enhanced scaffolding, and both forms of scaffolding) were compared with a control condition in a two-by-two factorial quasi-experimental design. Moreover, gender and prior knowledge were examined as two factors which may have a significant impact on Web-based learning. In a four-week field study in secondary science education, pretest-posttest differences were measured. In total 347 students from 18 secondary school classes were involved and the classes were randomly distributed over the 4 conditions. Our findings support the notion of multiple scaffolding as an approach to enhance both knowledge acquisition and metacognitive awareness with respect to IPS-processes and to meet a mix of students with different needs within the context of a web-based inquiry learning project.