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Instructional Scaffolding in STEM Education : Strategies and Efficacy Evidence.

Synthesizing research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education, this book uses meta-analysis to assess their effect, and includes detailed descriptions of the background theory.

Bibliographic Details
Main Author: Belland, Brian R.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2016.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Acknowledgments
  • Contents
  • 1 Introduction
  • 1.1 Why Write a Book on Computer-Based Scaffolding in STEM Education?
  • 1.2 What This Book Covers
  • 1.3 Problem-Centered Instructional Approaches and STEM
  • 1.4 Role of Scaffolding
  • 1.5 Central Premises Behind This Book
  • 1.6 Structure of the Book
  • References
  • 2 Instructional Scaffolding: Foundations and Evolving Definition
  • 2.1 Historical Definition
  • 2.2 Scaffolding Elements
  • 2.2.1 Dynamic Assessment
  • 2.2.2 Providing Just the Right Amount of Support
  • 2.2.3 Intersubjectivity
  • 2.3 Scaffolding Forms
  • 2.3.1 One-to-One Scaffolding
  • 2.3.2 Peer Scaffolding
  • 2.3.3 Computer-Based Scaffolding
  • 2.4 Considerations as the Instructional Scaffolding Metaphor was Applied to Computer Tools
  • 2.4.1 Theoretical Bases of Computer-Based Scaffolding
  • 2.4.2 Design of Computer-Based Scaffolding
  • 2.4.3 Interplay Between Computer-Based and One-to-One Scaffolding
  • References
  • 3 Context of Use of Computer-Based Scaffolding
  • 3.1 Rationale for this Chapter
  • 3.2 Grade Level
  • 3.2.1 Results from the Meta-Analysis
  • 3.3 STEM Discipline
  • 3.3.1 Results from the Meta-Analysis
  • 3.4 Student Demographics
  • 3.4.1 Results from the Meta-Analysis
  • 3.5 Instructional Model with Which Scaffolding is Used
  • 3.5.1 Problem-Based Learning
  • 3.5.2 Case-Based Learning
  • 3.5.3 Design-Based Learning
  • 3.5.4 Inquiry-Based Learning
  • 3.5.5 Project-Based Learning
  • 3.5.6 Other Instructional Approaches
  • 3.5.7 Results from the Meta-Analysis
  • References
  • 4 Intended Learning Outcomes and Assessment of Computer-Based
  • 4.1 Rationale for this Chapter
  • 4.2 Targeted Learning Outcomes of Scaffolding
  • 4.2.1 Higher-Order Thinking Skills
  • 4.2.1.1 Ill-Structured Problem-Solving Ability
  • 4.2.1.2 Argumentation Ability
  • 4.2.1.3 Self-Directed Learning Ability.
  • 4.2.1.4 Alignment with NGSS
  • 4.2.2 Learning Content Deeply
  • 4.2.2.1 Alignment with STEM Education Goals
  • 4.2.3 Results from Meta-Analysis
  • 4.3 Assessment
  • 4.3.1 Results from Meta-Analysis
  • References
  • 5 Computer-Based Scaffolding Strategy
  • 5.1 Rationale for Chapter
  • 5.2 Scaffolding Function
  • 5.2.1 Conceptual Scaffolding
  • 5.2.2 Strategic Scaffolding
  • 5.2.3 Metacognitive Scaffolding
  • 5.2.4 Motivation Scaffolding
  • 5.2.5 Results from the Meta-Analysis
  • 5.3 Context Specificity
  • 5.3.1 What It Is
  • 5.3.2 Results from Meta-Analysis
  • 5.4 Customization Presence or Absence
  • 5.4.1 Results from Meta-Analysis
  • 5.5 Customization Basis
  • 5.5.1 Results from Meta-Analysis
  • References
  • 6 Conclusion
  • 6.1 Overall Implications
  • 6.2 How the Meta-Analysis Responds to Persistent Debates in the Scaffolding and Problem-Centered Instruction Literature
  • 6.2.1 Scaffold Customization
  • 6.2.2 Problem-Centered Instruction and Content Learning
  • 6.2.3 Context Specificity
  • 6.2.4 Higher-Order Thinking Skills Versus Content Knowledge
  • 6.2.5 Scaffolding Strategy
  • 6.2.6 Summary
  • 6.3 Other Interesting Findings
  • 6.3.1 Scaffolding's Effectiveness in Different STEM Disciplines
  • 6.3.2 Scaffolding's Effectiveness by Grade Level
  • 6.4 Directions for Future Research
  • 6.5 Conclusion
  • References
  • Index.

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