Instructional Scaffolding in STEM Education
Strategies and Efficacy Evidence
(Sprache: Englisch)
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.
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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.
Klappentext zu „Instructional Scaffolding in STEM Education “
This book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes. It includes detailed descriptions of the theoretical foundations of scaffolding, scaffolding strategies that have been proposed to meet different intended learning outcomes in STEM, and associated efficacy information. Furthermore, the book describes assessment strategies and study designs which can be used to evaluate the influence of scaffolding, and suggests new fields in which scaffolding strategies that have proven efficacious may be used.
Inhaltsverzeichnis zu „Instructional Scaffolding in STEM Education “
Introduction: Global view of scaffolding.- Societal goals in STEM education.- Instructional scaffolding: foundations and evolving definitions.- How computer-based scaffolding has been applied in different STEM fields.- Efficacy information according to scaffolding characteristics.- Efficacy information according to study quality.- Efficacy information according to assessment type.- Future directions in scaffolding in STEM.- Conclusion.
Autoren-Porträt von Brian R. Belland
Brian R. Belland (brian.belland@usu.edu) is an Associate Professor of Instructional Technology and Learning Sciences at Utah State University. His research focuses on the use of technology to scaffold the development of argumentation skills among middle and high school students and is supported by a National Science Foundation Early CAREER grant and a National Science Foundation REESE grant. Dr. Belland is recipient of several national research awards including the 2007 Educational Technology Research and Development Young Scholar Award, the 2009 American Educational Research Association Instructional Technology Special Interest Group Best Paper Award, and the 2007 American Educational Research Association Problem-based Learning Special Interest Group Best Student Paper Award. He received his PhD in Educational Technology from Purdue University and his MA in French from The Ohio State University.
Bibliographische Angaben
- Autor: Brian R. Belland
- 2018, Softcover reprint of the original 1st ed. 2017, XI, 144 Seiten, Masse: 15,5 x 23,5 cm, Kartoniert (TB), Englisch
- Verlag: Springer, Berlin
- ISBN-10: 3319791338
- ISBN-13: 9783319791333
Sprache:
Englisch
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