The Effects of Scaffolding Types on the Problem Solving Phase PROCEEDINGS
Seonyoung Jang, Wan Chul Lim, Seoul National University, Korea (South)
EdMedia: World Conference on Educational Media and Technology, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The purposes of this study are to investigate the effects of three scaffolding types, such as ‘providing explanation scaffolding’, ‘providing cue scaffolding’, ‘inviting student participation scaffolding’ on problem solving phase in web-based learning. This paper thus addressed the questions: Are there any meaningful differences in the problem solving phases such as ‘understanding problem’, ‘developing solution’, ‘applying solution’, ‘reviewing’ among the three different scaffolding types? The results were summarized as follows:(1)Providing explanation scaffolding type showed significant effects in ‘understanding problem’ phase. (2)There was no significant difference in the ‘developing solution’ phase, among three different groups. (3) Providing cue scaffolding type applied in this study showed significant effects in ‘applying solution’ phase. (4) There was no significant difference in the ‘reviewing’ phase, among three different groups.
Jang, S. & Lim, W.C. (2008). The Effects of Scaffolding Types on the Problem Solving Phase. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2402-2406). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved January 18, 2018 from https://www.learntechlib.org/p/28700/.
© 2008 Association for the Advancement of Computing in Education (AACE)