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 - Shih, Ju-Ling
A2 - Chen, Weiqin
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 -