The Role of Adaptive Scaffolding System in Supporting Middle School Problem-Based Learning Activities

Abstract

This mixed-method study introduced an adaptive scaffolding system to support middle school science problem-based learning (PBL) activities. 298 6th-graders were grouped into three conditions, which are the adaptive scaffolding group, the non-adaptive scaffolding group, and a control group that did not receive any scaffoldings. Results showed that problem-solving self-efficacy for students who engaged with the adaptive scaffolding system had improved significantly compared to the other two groups. Moreover, since students were conducting the PBL activity under two modes (online and in-person), the results also showed that students in the online mode gained more science content knowledge compared to their peers in the in-person mode after engaging with the adaptive system. Student interviews revealed that the real-time supports and in-time feedback provided by the adaptive system were the key elements that facilitated their improvements, teacher interviews presented that the adaptive system provided effective assists for teachers to facilitate the PBL activities.

Improving student learning through PBL, student choice, and community partnerships

“…PBL may also be new for students, and they will need training and support as well. A purposeful design that includes scaffolding support can assist students in navigating the high cognitive demand and self-directed nature of problem-based learning (Pan & Liu, 2022). Intentional design and robust scaffolding support students, teachers, and community partners to achieve success (Bae et al, 2021).…”

“…The design of Cycle 2 incorporated scaffolded support that helped students overcome the high cognitive demand and the self-directed aspect of problem-based learning (Pan & Liu, 2022). The design provided opportunities for increasing student motivation and mentoring, which are viable methods for supporting students (Woolcott et al, 2020).…”