Scaffolding Information Problem Solving in Web-Based Collaborative Inquiry Learning

Autor/inn/en	Raes, Annelies; Schellens, Tammy; De Wever, Bram; Vanderhoven, Ellen
Titel	Scaffolding Information Problem Solving in Web-Based Collaborative Inquiry Learning
Quelle	In: Computers & Education, 59 (2012) 1, S.82-94 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.11.010
Schlagwörter	Quasiexperimental Design; Student Attitudes; Prior Learning; Problem Solving; Program Effectiveness; Interaction; Internet; Scaffolding (Teaching Technique); Investigations; Student Characteristics; Comparative Analysis; Pretests Posttests; Secondary Education; Teaching Methods; Educational Technology; Computer Uses in Education; Science Education + Suchen Sie Ihr Suchwort? Schülerverhalten; Vorkenntnisse; Problemlösen; Interaktion; Untersuchung; Sekundarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Computernutzung; Naturwissenschaftliche Bildung
Abstract	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' 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. (Contains 5 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10