The Comparative Effects of 'What if/what if not' and 'Main Ideas' Scaffolding for Online Student Question-generation on Science Learning

Fu Yun Yu; Hsiu Chen Chen

The Comparative Effects of 'What if/what if not' and 'Main Ideas' Scaffolding for Online Student Question-generation on Science Learning

Fu Yun Yu
, Hsiu Chen Chen

Institute of Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

This study examined the effects of two scaffolding types with different levels of structures for student question-generation (SQG) on science learning. Specifically, the comparative effects of the structured 'what-if/what-if-not' scaffolding type and the semi-structured 'main ideas' scaffolding type on science academic achievement and SQG task performance were investigated by a non-equivalent quasi-experimental research method. Students from two sixth-grade classes (n = 56) participated and engaged in a weekly online SQG activity to support science learning for five weeks. An online system was adopted to support the integrated online SQG learning activity. Data analyzed by the multivariate analysis of covariance and analysis of covariance found that the participants in the 'what-if/what-if-not' scaffolding group performed significantly better than those in the 'main ideas' scaffolding group only in the flexibility dimension of student-generated questions. No significant differences were found between the two experimental groups in academic achievement and the other dimensions of student-generated questions task performance (including fluency, originality, and elaboration).

Original language	English
Title of host publication	30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings
Editors	Sridhar Iyer, Ju-Ling Shih, Ju-Ling Shih, Weiqin Chen, Weiqin Chen, Mas Nida MD Khambari, Mouna Denden, Rwitajit Majumbar, Liliana Cuesta Medina, Shitanshu Mishra, Sahana Murthy, Patcharin Panjaburee, Daner Sun
Publisher	Asia-Pacific Society for Computers in Education
Pages	593-597
Number of pages	5
ISBN (Electronic)	9789869721493
Publication status	Published - 2022 Nov 28
Event	30th International Conference on Computers in Education Conference, ICCE 2022 - Kuala Lumpur, Malaysia Duration: 2022 Nov 28 → 2022 Dec 2

Publication series

Name	30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings
Volume	1

Conference

Conference	30th International Conference on Computers in Education Conference, ICCE 2022
Country/Territory	Malaysia
City	Kuala Lumpur
Period	22-11-28 → 22-12-02

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

All Science Journal Classification (ASJC) codes

Computer Science (miscellaneous)
Education

Cite this

Yu, F. Y., & Chen, H. C. (2022). The Comparative Effects of 'What if/what if not' and 'Main Ideas' Scaffolding for Online Student Question-generation on Science Learning. In S. Iyer, J.-L. Shih, J.-L. Shih, W. Chen, W. Chen, M. N. MD. Khambari, M. Denden, R. Majumbar, L. C. Medina, S. Mishra, S. Murthy, P. Panjaburee, & D. Sun (Eds.), 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings (pp. 593-597). (30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings; Vol. 1). Asia-Pacific Society for Computers in Education.

Yu, Fu Yun ; Chen, Hsiu Chen. / The Comparative Effects of 'What if/what if not' and 'Main Ideas' Scaffolding for Online Student Question-generation on Science Learning. 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings. editor / Sridhar Iyer ; Ju-Ling Shih ; Ju-Ling Shih ; Weiqin Chen ; Weiqin Chen ; Mas Nida MD Khambari ; Mouna Denden ; Rwitajit Majumbar ; Liliana Cuesta Medina ; Shitanshu Mishra ; Sahana Murthy ; Patcharin Panjaburee ; Daner Sun. Asia-Pacific Society for Computers in Education, 2022. pp. 593-597 (30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings).

@inproceedings{693c45e7c98546f8ac35362829130f03,

title = "The Comparative Effects of 'What if/what if not' and 'Main Ideas' Scaffolding for Online Student Question-generation on Science Learning",

abstract = "This study examined the effects of two scaffolding types with different levels of structures for student question-generation (SQG) on science learning. Specifically, the comparative effects of the structured 'what-if/what-if-not' scaffolding type and the semi-structured 'main ideas' scaffolding type on science academic achievement and SQG task performance were investigated by a non-equivalent quasi-experimental research method. Students from two sixth-grade classes (n = 56) participated and engaged in a weekly online SQG activity to support science learning for five weeks. An online system was adopted to support the integrated online SQG learning activity. Data analyzed by the multivariate analysis of covariance and analysis of covariance found that the participants in the 'what-if/what-if-not' scaffolding group performed significantly better than those in the 'main ideas' scaffolding group only in the flexibility dimension of student-generated questions. No significant differences were found between the two experimental groups in academic achievement and the other dimensions of student-generated questions task performance (including fluency, originality, and elaboration).",

author = "Yu, \{Fu Yun\} and Chen, \{Hsiu Chen\}",

note = "Funding Information: This study was supported by the Ministry of Science and Technology in Taiwan (MOST 108-2511-H-006-007-MY3). Publisher Copyright: {\textcopyright} 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings.; 30th International Conference on Computers in Education Conference, ICCE 2022 ; Conference date: 28-11-2022 Through 02-12-2022",

year = "2022",

month = nov,

day = "28",

language = "English",

series = "30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings",

publisher = "Asia-Pacific Society for Computers in Education",

pages = "593--597",

editor = "Sridhar Iyer and Ju-Ling Shih and Ju-Ling Shih and Weiqin Chen and Weiqin Chen and Khambari, \{Mas Nida MD\} and Mouna Denden and Rwitajit Majumbar and Medina, \{Liliana Cuesta\} and Shitanshu Mishra and Sahana Murthy and Patcharin Panjaburee and Daner Sun",

booktitle = "30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings",

}

Yu, FY & Chen, HC 2022, The Comparative Effects of 'What if/what if not' and 'Main Ideas' Scaffolding for Online Student Question-generation on Science Learning. in S Iyer, J-L Shih, J-L Shih, W Chen, W Chen, MNMD Khambari, M Denden, R Majumbar, LC Medina, S Mishra, S Murthy, P Panjaburee & D Sun (eds), 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings. 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings, vol. 1, Asia-Pacific Society for Computers in Education, pp. 593-597, 30th International Conference on Computers in Education Conference, ICCE 2022, Kuala Lumpur, Malaysia, 22-11-28.

The Comparative Effects of 'What if/what if not' and 'Main Ideas' Scaffolding for Online Student Question-generation on Science Learning. / Yu, Fu Yun; Chen, Hsiu Chen.
30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings. ed. / Sridhar Iyer; Ju-Ling Shih; Ju-Ling Shih; Weiqin Chen; Weiqin Chen; Mas Nida MD Khambari; Mouna Denden; Rwitajit Majumbar; Liliana Cuesta Medina; Shitanshu Mishra; Sahana Murthy; Patcharin Panjaburee; Daner Sun. Asia-Pacific Society for Computers in Education, 2022. p. 593-597 (30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings; Vol. 1).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

TY - GEN

T1 - The Comparative Effects of 'What if/what if not' and 'Main Ideas' Scaffolding for Online Student Question-generation on Science Learning

AU - Yu, Fu Yun

AU - Chen, Hsiu Chen

N1 - Funding Information: This study was supported by the Ministry of Science and Technology in Taiwan (MOST 108-2511-H-006-007-MY3). Publisher Copyright: © 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings.

PY - 2022/11/28

Y1 - 2022/11/28

N2 - This study examined the effects of two scaffolding types with different levels of structures for student question-generation (SQG) on science learning. Specifically, the comparative effects of the structured 'what-if/what-if-not' scaffolding type and the semi-structured 'main ideas' scaffolding type on science academic achievement and SQG task performance were investigated by a non-equivalent quasi-experimental research method. Students from two sixth-grade classes (n = 56) participated and engaged in a weekly online SQG activity to support science learning for five weeks. An online system was adopted to support the integrated online SQG learning activity. Data analyzed by the multivariate analysis of covariance and analysis of covariance found that the participants in the 'what-if/what-if-not' scaffolding group performed significantly better than those in the 'main ideas' scaffolding group only in the flexibility dimension of student-generated questions. No significant differences were found between the two experimental groups in academic achievement and the other dimensions of student-generated questions task performance (including fluency, originality, and elaboration).

AB - This study examined the effects of two scaffolding types with different levels of structures for student question-generation (SQG) on science learning. Specifically, the comparative effects of the structured 'what-if/what-if-not' scaffolding type and the semi-structured 'main ideas' scaffolding type on science academic achievement and SQG task performance were investigated by a non-equivalent quasi-experimental research method. Students from two sixth-grade classes (n = 56) participated and engaged in a weekly online SQG activity to support science learning for five weeks. An online system was adopted to support the integrated online SQG learning activity. Data analyzed by the multivariate analysis of covariance and analysis of covariance found that the participants in the 'what-if/what-if-not' scaffolding group performed significantly better than those in the 'main ideas' scaffolding group only in the flexibility dimension of student-generated questions. No significant differences were found between the two experimental groups in academic achievement and the other dimensions of student-generated questions task performance (including fluency, originality, and elaboration).

UR - https://www.scopus.com/pages/publications/85151046244

UR - https://www.scopus.com/pages/publications/85151046244#tab=citedBy

M3 - Conference contribution

AN - SCOPUS:85151046244

T3 - 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings

SP - 593

EP - 597

BT - 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings

A2 - Iyer, Sridhar

A2 - Shih, Ju-Ling

A2 - Chen, Weiqin

A2 - Khambari, Mas Nida MD

A2 - Denden, Mouna

A2 - Majumbar, Rwitajit

A2 - Medina, Liliana Cuesta

A2 - Mishra, Shitanshu

A2 - Murthy, Sahana

A2 - Panjaburee, Patcharin

A2 - Sun, Daner

PB - Asia-Pacific Society for Computers in Education

T2 - 30th International Conference on Computers in Education Conference, ICCE 2022

Y2 - 28 November 2022 through 2 December 2022

ER -

Yu FY, Chen HC. The Comparative Effects of 'What if/what if not' and 'Main Ideas' Scaffolding for Online Student Question-generation on Science Learning. In Iyer S, Shih JL, Shih JL, Chen W, Chen W, Khambari MNMD, Denden M, Majumbar R, Medina LC, Mishra S, Murthy S, Panjaburee P, Sun D, editors, 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings. Asia-Pacific Society for Computers in Education. 2022. p. 593-597. (30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings).

The Comparative Effects of 'What if/what if not' and 'Main Ideas' Scaffolding for Online Student Question-generation on Science Learning

Abstract

Publication series

Conference

UN SDGs

All Science Journal Classification (ASJC) codes

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