The Role of Adaptive Scaffolding System in Supporting Middle School Problem-Based Learning Activities

Autor/inn/en	Pan, Zilong; Liu, Min
Titel	The Role of Adaptive Scaffolding System in Supporting Middle School Problem-Based Learning Activities
Quelle	In: Journal of Educational Technology Systems, 51 (2022) 2, S.117-145 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pan, Zilong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/00472395221133855
Schlagwörter	Grade 6; Problem Based Learning; Scaffolding (Teaching Technique); Middle School Students; Self Efficacy; Electronic Learning; In Person Learning; Middle School Teachers; Problem Solving; Synchronous Communication; Individualized Instruction; Science Instruction; Space Sciences; Student Attitudes; Teacher Attitudes; Instructional Effectiveness + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Problem-based learning; Problemorientiertes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-efficacy; Selbstwirksamkeit; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Problemlösen; Individualisierender Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Lehrerverhalten; Unterrichtserfolg
Abstract	This mixed-method study introduced an adaptive scaffolding system to support middle school science problem-based learning (PBL) activities. 298 6th-graders were grouped into three conditions, which are the adaptive scaffolding group, the non-adaptive scaffolding group, and a control group that did not receive any scaffoldings. Results showed that problem-solving self-efficacy for students who engaged with the adaptive scaffolding system had improved significantly compared to the other two groups. Moreover, since students were conducting the PBL activity under two modes (online and in-person), the results also showed that students in the online mode gained more science content knowledge compared to their peers in the in-person mode after engaging with the adaptive system. Student interviews revealed that the real-time supports and in-time feedback provided by the adaptive system were the key elements that facilitated their improvements, teacher interviews presented that the adaptive system provided effective assists for teachers to facilitate the PBL activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01