Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers’ Knowledge Building

Abstract

Group-level metacognitive scaffolding is critical for productive knowledge building. However, previous research mainly focuses on the individual-level metacognitive scaffoldings in helping learners improve knowledge building, and little effort has been made to develop group-level metacognitive scaffolding (GMS) for knowledge building. This research designed three group-level metacognitive scaffoldings of general, task-oriented, and idea-oriented scaffoldings to facilitate in-service teachers’ knowledge building in small groups. A mixed method is used to examine the effects of the GMSs on groups’ knowledge building processes, performances, and perceptions. Results indicate a complication of the effects of GMSs on knowledge building. The idea-oriented scaffolding has potential to facilitate question-asking and perspective-proposing inquiry through peer interactions; the general scaffolding does not necessarily lessen teachers’ idea-centered explanation and elaboration on the individual level; the task-oriented scaffolding has the worst effect. Pedagogical and research implications are discussed to foster knowledge building with the support of GMSs.

Development of a metacognitive regulation‐based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition

“…The possible reason is that the self‐planning and self‐evaluation mechanisms effectively activated the students' planning and evaluation awareness. This result aligns with previous research, which indicated that appropriate metacognitive scaffolding could stimulate students' metacognition (Ouyang et al, 2022). However, in terms of knowledge of cognition and monitoring, there were no statistically significant differences between the two groups.…”

“…It has been found that self‐reflection can improve students' ability to regulate and thus improve their problem‐solving skills (Panaoura, 2012). In addition, developing a learning plan, monitoring the learning process, evaluating and reflecting can stimulate students' metacognition (Ouyang et al, 2022), which is significantly positively related to computational thinking (Şen, 2022) and therefore contributes to improving students' computational thinking (Liu et al, 2021; Liu & Liu, 2020).…”

Collaborative programming based on social shared regulation: An approach to improving students' programming achievements and group metacognition

“…Reflection can also create knowledge about one's cognition and regulate cognition (Simons, 1994). Developing a learning plan, monitoring the collaborative learning process, and engaging in assessment and reflection can activate metacognition (Kim & Lim, 2018; Ouyang et al, 2022). The shared regulation collaborative programming approach provides scaffolding to students regarding the problem at hand, facilitating group planning, monitoring, and reflection.…”

Contextualizing Socio-Cultural Theory on Language Teaching and Learning in Nepal

“…Scaffolding involves providing temporary support to learners, enabling them to accomplish tasks that would be challenging without assistance. In the realm of language learning, Ouyang et al (2022) suggest that scaffolding can take various forms, including providing additional resources, offering hints or prompts, and structuring collaborative activities. Scaffolding aligns with the communal values deeply ingrained in Nepalese society, where collaboration and shared responsibility are highly valued.…”