Troubleshooting to Learn via Scaffolds: Effect on Students' Ability and Cognitive Load in a Robotics Course

Autor/inn/en	Zhong, Baichang; Si, Qiuju
Titel	Troubleshooting to Learn via Scaffolds: Effect on Students' Ability and Cognitive Load in a Robotics Course
Quelle	In: Journal of Educational Computing Research, 59 (2021) 1, S.95-118 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhong, Baichang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633120951871
Schlagwörter	Troubleshooting; Scaffolding (Teaching Technique); Instructional Effectiveness; Difficulty Level; Learning Processes; Problem Solving; Robotics; Programming; Engineering Education; Grade 7; Junior High School Students; Early Adolescents; Performance Factors; Skill Development; Prior Learning; Mastery Learning; Knowledge Level; Foreign Countries; China + Suchen Sie Ihr Suchwort? Störfall; Unterrichtserfolg; Schwierigkeitsgrad; Learning process; Lernprozess; Problemlösen; Robotertechnik; Programmierung; Ingenieurausbildung; School year 07; 7. Schuljahr; Schuljahr 07; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Leistungsindikator; Kompetenzentwicklung; Qualifikationsentwicklung; Vorkenntnisse; Wissensbasis; Ausland
Abstract	Studies have indicated the importance of scaffolding in the problem-solving process, as well as the potential of integrating learning content into the troubleshooting tasks. However, few have explored in depth the learning process during troubleshooting via scaffolds while also taking students' cognitive load into account. To address this issue, four kinds of scaffolds (with/without process information plus with/without solution) were set up during three learning phases (Introductory, Mastery, Applicable) in a robotics course. A total of 171 seventh graders participated in the course and learned by troubleshooting with different scaffolds. An experiment with 4 × 3 mixed design was employed to evaluate students' troubleshooting performance (higher-order ability), cognitive load and programming skill (lower-order ability). Across the three learning phases, the scaffold with process information while without solution, was always more effective for students' higher-order ability compared to the other scaffolds. However, there was no significant difference in the low-order ability among the four scaffolds in the Applicable Phase. Results confirmed that the expertise-reversal effect of learning scaffold would appear in the students' lower-order ability cultivation, but not the higher-order ability. This is a new finding for deeper insights into learning scaffolds with process information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01