Evaluating metacognitive scaffolding in Guided Invention Activities

Roll, Ido; Holmes, N. G.; Day, James; Bonn, D. A.

doi:10.1007/s11251-012-9208-7

Cited by 88 publications

(75 citation statements)

References 35 publications

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“…The metaphor of scaffolding is derived from mother-child observations and has been applied to many other contexts, such as computer environments (Azevedo and Hadwin 2005;Cuevas et al 2002;Feyzi-Behnagh et al 2013;Rasku-Puttonen et al 2003;Simons and Klein 2007), tutoring settings (e.g., Chi et al 2001) and classroom settings (e.g., Mercer and Fisher 1992;Roll et al 2012). Scaffolding is closely related to the socio-cultural theory of Vygotsky (1978) and especially to the Zone of Proximal Development (ZPD).…”

Section: Scaffoldingmentioning

confidence: 99%

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

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Teacher scaffolding, in which teachers support students adaptively or contingently, is assumed to be effective. Yet, hardly any evidence from classroom studies exists. With the current experimental classroom study we investigated whether scaffolding affects students' achievement, task effort, and appreciation of teacher support, when students work in small groups. We investigated both the effects of support quality (i.e., contingency) and the duration of the independent working time of the groups. Thirty social studies teachers of pre-vocational education and 768 students (age 12-15) participated. All teachers taught a five-lesson project on the European Union and the teachers in the scaffolding condition additionally took part in a scaffolding intervention. Low contingent support was more effective in promoting students' achievement and task effort than high contingent support in situations where independent working time was low (i.e. help was frequent). In situations where independent working time was high (i.e., help was less frequent), high contingent support was more effective than low contingent support in fostering students' achievement (when correcting for students' task effort). In addition, higher levels of contingent support resulted in a higher appreciation of support. Scaffolding, thus, is not 123Instr Sci (2015) 43:615-641 DOI 10.1007/s11251-015-9351-z unequivocally effective; its effectiveness depends, among other things, on the independent working time of the groups and students' task effort. The present study is one of the first experimental study on scaffolding in an authentic classroom context, including factors that appear to matter in such an authentic context.

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Section: Scaffoldingmentioning

confidence: 99%

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

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“…Finally, the results suggest that implementing and investigating learning conditions over a longer period to familiarize learners with the new method may maximize the effect on learning. Roll et al (2012) conceptualized support for undergraduate students' RSM generation in the form of metacognitive scaffolding. Students enrolled in a first-year physics lab course engaged in a PF activity on an advanced topic in data analysis, namely, the uncertainty in the slope of best-fitted lines.…”

Section: Constituent Papersmentioning

confidence: 99%

“…Together, these studies extend earlier work on PF by demonstrating the efficacy of PF in different learning contexts and domains, with different samples and age groups. Moreover, they shed light on the role of factors that support student generation and exploration of RSMs such as collaborative role scripts (Westermann and Rummel 2012), metacognitive prompts (Roll et al 2012), and abilitybased group composition (Wiedmann et al 2012).…”

mentioning

confidence: 99%

Productive failure in learning from generation and invention activities

Kapur

Rummel

2012

Instr Sci

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“…Instead it looked at the effect of answering a specific type of question on subsequent performance and draws inferences from those results about the processes that might explain such effects. Research on online reading-behavior shows, however, that answering questions during reading (i.e., when text and questions are presented simultaneously) indeed affects the online reading process (Britt & Angliskas, 2002;Cerdán, Vidal-Abarca, Martínez, Gilabert, & Gill, 2009;Goldman & Rakestraw, 2000;Roll, Holmes, Day, & Bonn, 2012). When students are given questions during study, their learning goal is to answer the given questions and this goal steers subsequent attention allocation.…”

Section: Processes During Restudymentioning

confidence: 99%

“…When students are given questions during study, their learning goal is to answer the given questions and this goal steers subsequent attention allocation. Prior research in which students answer factual knowledge questions with the text present shows, for example, that students search only a small number of paragraphs per question to find the answers to those questions (e.g., Roll, et al,;Vidal-Abarca, Gilabert, & Rouet, 1998). Hyönä, Niemi, and Underwood (1989), on the contrary, found that rereading a text without answering questions prior to or during that reading leads to quicker reading behavior with less detailed attention to specific information (i.e., scanning the whole text instead of detailed rereading).…”

Section: Processes During Restudymentioning

confidence: 99%

Answering questions after initial study guides attention during restudy

et al. 2014

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The testing-effect and restudy behavior 3 Though the testing-effect can be boosted by including a restudy phase after answering test questions, we do not know precisely why it does so. One possible explanation is being tested here. The present study measured attention allocation during initial reading and rereading with a remote eye tracker to gain information on the cognitive processes during restudy, with and without prior testing. The results show that at the final study moment, students in the study-test-condition attended longer to information pertaining to the initial test questions as compared to students in the study-only condition (i.e., who did not take the test). No differences in attention allocation were found for information only questioned on a posttest one week later. In addition, it was found that performance on the initial test questions heavily affected which information students restudy; students in the study-test-condition paid namely more attention to the answers of questions they answered incorrectly during the initial test than to the answers of the questions they answered correctly on the initial test.

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Evaluating metacognitive scaffolding in Guided Invention Activities

Cited by 88 publications

References 35 publications

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Productive failure in learning from generation and invention activities

Answering questions after initial study guides attention during restudy

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