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Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education: A Meta-Analysis

Belland, Brian R. ; Walker, Andrew E. ; Kim, Nam Ju ; Lefler, Mason

Review of educational research, 2017-04, Vol.87 (2), p.309-344 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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Título:
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education: A Meta-Analysis
Autor: Belland, Brian R. ; Walker, Andrew E. ; Kim, Nam Ju ; Lefler, Mason
Assuntos: Adult Basic Education ; Adult education ; Adult Students ; Age Differences ; Age Groups ; Coding ; Computer Assisted Instruction ; Context ; Effect Size ; Elementary education ; Elementary Secondary Education ; Influences ; Instructional Effectiveness ; Intelligent Tutoring Systems ; Literature Reviews ; Mathematics ; Meta Analysis ; Outcomes of Education ; Postsecondary Education ; Problem Based Learning ; Regression (Statistics) ; Scaffolding ; Scaffolding (Teaching Technique) ; STEM Education ; Student Characteristics ; Synthesis ; Systematic review ; Thinking Skills
É parte de: Review of educational research, 2017-04, Vol.87 (2), p.309-344
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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Descrição: Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has synthesized the results of these studies. This review addresses that need by synthesizing the results of 144 experimental studies (333 outcomes) on the effects of computer-based scaffolding designed to assist the full range of STEM learners (primary through adult education) as they navigated ill-structured, problem-centered curricula. Results of our random effect meta-analysis (a) indicate that computer-based scaffolding showed a consistently positive (ḡ = 0.46) effect on cognitive outcomes across various contexts of use, scaffolding characteristics, and levels of assessment and (b) shed light on many scaffolding debates, including the roles of customization (i.e., fading and adding) and context-specific support. Specifically, scaffolding's influence on cognitive outcomes did not vary on the basis of context-specificity, presence or absence of scaffolding change, and logic by which scaffolding change is implemented. Scaffolding's influence was greatest when measured at the principles level and among adult learners. Still scaffolding's effect was substantial and significantly greater than zero across all age groups and assessment levels. These results suggest that scaffolding is a highly effective intervention across levels of different characteristics and can largely be designed in many different ways while still being highly effective.
Editor: Los Angeles, CA: SAGE Publications
Idioma: Inglês

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Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education: A Meta-Analysis

Belland, Brian R. ; Walker, Andrew E. ; Kim, Nam Ju ; Lefler, Mason

Los Angeles, CA: SAGE Publications

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