The Impact of Scaffolding and Student Achievement Levels in a Problem-based Learning Environment |
| |
| Authors: | Krista D Simons and James D Klein |
| |
| Institution: | (1) Purdue University, 100 N. University Street, BRNG 3126 West Lafayette, IN 47907, USA;(2) College of Education, Arizona State University, P.O.Box 870611 Tempe, AZ 85287-0611, USA |
| |
| Abstract: | This study examined how scaffolds and student achievement levels influence inquiry and performance in a problem-based learning
environment. The scaffolds were embedded within a hypermedia program that placed students at the center of a problem in which
they were trying to become the youngest person to fly around the world in a balloon. One-hundred and eleven seventh grade
students enrolled in a science and technology course worked in collaborative groups for a duration of 3 weeks to complete
a project that included designing a balloon and a travel plan. Student groups used one of three problem-based, hypermedia
programs: (1) a no scaffolding condition that did not provide access to scaffolds, (2) a scaffolding optional condition that
provided access to scaffolds, but gave students the choice of whether or not to use them, and (3) a scaffolding required condition
required students to complete all available scaffolds. Results revealed that students in the scaffolding optional and scaffolding
required conditions performed significantly better than students in the no scaffolding condition on one of the two components
of the group project. Results also showed that student achievement levels were significantly related to individual posttest
scores; higher-achieving students scored better on the posttest than lower-achieving students. In addition, analyses of group
notebooks confirmed qualitative differences between students in the various conditions. Specifically, those in the scaffolding
required condition produced more highly organized project notebooks containing a higher percentage of entries directly relevant
to the problem. These findings suggest that scaffolds may enhance inquiry and performance, especially when students are required
to access and use them. |
| |
| Keywords: | problem-based learning (PBL) middle school scaffolding |
| 本文献已被 SpringerLink 等数据库收录！ |
|
