By Brian R. Belland
This booklet makes use of meta-analysis to synthesize examine on scaffolding and scaffolding-related interventions in STEM (science, expertise, engineering, and arithmetic) schooling. in particular, the amount examines the level to which learn caliber, evaluation variety, and scaffolding features (strategy, meant consequence, fading time table, scaffolding intervention, and matched intervention) impression cognitive pupil results. It contains special descriptions of the theoretical foundations of scaffolding, scaffolding recommendations which have been proposed to fulfill various meant studying results in STEM, and linked efficacy details. moreover, the e-book describes evaluate options and examine designs which are used to guage the effect of scaffolding, and indicates new fields within which scaffolding suggestions that experience confirmed efficacious should be used.
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Extra info for Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence
Example text
In this process, they can distinguish among and re-order their preexisting ideas and new ideas that are generated (Clark & Linn, 2013). , scaffolding) (Clark & Linn, 2013; Kali & Linn, 2008). In so doing, it is important that students see a variety of cases that conflict with their preexisting ideas related to the topic at hand (Linn, 2000). , 2003). 3 How Knowledge Integration Informs Instruction A central premise of knowledge integration is that students make observations of the world in a variety of settings, and attempt to use these observations to generate mental models with which they can explain natural phenomena (Linn, 2000).
3 How Knowledge Integration Informs Instruction A central premise of knowledge integration is that students make observations of the world in a variety of settings, and attempt to use these observations to generate mental models with which they can explain natural phenomena (Linn, 2000). , 2003). Students who believe that science is an unchanging body of knowledge struggle especially hard to develop integrated knowledge about science (Songer & Linn, 1991). Instruction following the knowledge integration approach includes the following processes: Invitation to articulate existing ideas, provision of normative ideas, invitation to distinguish among preexisting and normative ideas, and invitation to reflect on what was learned (Clark & Linn, 2013).
In so doing, it is important that students see a variety of cases that conflict with their preexisting ideas related to the topic at hand (Linn, 2000). , 2003). 3 How Knowledge Integration Informs Instruction A central premise of knowledge integration is that students make observations of the world in a variety of settings, and attempt to use these observations to generate mental models with which they can explain natural phenomena (Linn, 2000). , 2003). Students who believe that science is an unchanging body of knowledge struggle especially hard to develop integrated knowledge about science (Songer & Linn, 1991).