Effects of online procedural scaffolds and the timing of scaffolding provision on elementary Taiwanese students' question-generation in a science class

Abstract

<p class="ICCENormalText1stparagraph">This study examined the effects of online procedural scaffolds (in the form of generic question-stems with context-specific examples) and the timing of scaffolding provision (immediate versus delayed) on supporting the online student question-generation learning process in a science class. A total of 78 fifth-grade Taiwanese students participated in eight online question-generation sessions. An online learning system equipped with a customizable scaffolding design in terms of content and timing of access was used. The results of ANOVAs on the students' week-by-week question-generation performance showed the immediate positive effects of immediate procedural scaffolding. However, the delayed procedural scaffolds group did not statistically distinguish themselves from the no-scaffolds group in any of the eight question-generation performances, nor did the delayed approach engender productive failure, as postulated by some researchers. The significance of this study is discussed, along with suggestions for related instructional implementations, online systems and future research.</p><br />

The Exploration of Using E-Scaffolding in Solving Physics Problem

“…Research conducted on 78 elementary school students in Taiwan (Yu, Tsai, & Wui, 2013). Next the result of the students' work after passing the first scaffolding and the second scaffolding: …”

“…Scaffolding which can be given to the students consisted of four, namely conceptual scaffolding, metacognitive scaffolding, procedural scaffolding and strategies scaffolding (Hannafin, 1999), (Cagiltay, 2006) and (Yu, Tsai, & Wui, 2013.). From the four scaffoldings above, the students can be given one of the collaboration both scaffoldings or even all of them.…”

“…Procedural Scaffolding is used to utilize the resources and tools which available and then guide students in conducting experiments in laboratory (Yu, Tsai, & Wui, 2013.). Procedural scaffolding is usually the help related to what steps have to be passed by student and order them in solving problems.…”

Metacognitive Analysis of Pre-Service Teachers of Chemistry in Posting Questions

“…Blonder [22] explains further that the most important lesson is to challenge students to take an active role to ask questions that can encourage independent learning. The results of questioning activity is to give students the opportunity to: (1) developing communication, teamwork and skills to self-evaluation among them myself and my fellow colleagues, (2) increase the higher order cognitive processes such as evaluation, reflection and critical thinking, (3) encourage active learning, (4) to encourage deeper learning, and (5) improving student feedback process [23].…”

Difficulties of Multiple-choice Question-Generation Encountered by Elementary Students in Social Studies: A Case Study

“…Several strategies have thus been utilized to deal with this, such as the use of story grammar [17], generic question stems [18], and the What-if-not strategy [19]. Strategies such as these have proved beneficial and effective for mitigating the difficulties of SQG [15], [20], [21]. Since these difficulties may arise from multiple sources [12], an in-depth investigation may illuminate the causes of these and help to develop corresponding scaffolds and forms of feedback that can aid related pedagogical interventions.…”