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.
Uložené v:
| Hlavný autor: | |
|---|---|
| Médium: | E-kniha Kniha |
| Jazyk: | English |
| Vydavateľské údaje: |
Cham
Springer Open
2017
Springer Nature Springer International Publishing AG Springer |
| Vydanie: | 1 |
| Predmet: | |
| ISBN: | 3319025643, 9783319025643, 3319791338, 9783319791333, 9783319025650, 3319025651 |
| On-line prístup: | Získať plný text |
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Obsah:
- 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