Effects of online procedural scaffolds and the timing of scaffolding provision on elementary taiwanese students' question-Generation in a science class

Fu Yun Yu, Han Chang Tsai, Hui Ling Wu

研究成果: Article同行評審

28 引文 斯高帕斯(Scopus)

摘要

This study examined the effects of online procedural scaffolds (in the form of generic question-stems with context-specific examples) and the timing of scaffolding provision (immediate versus delayed) on supporting the online student question-generation learning process in a science class. A totalof 78 fifth-grade Taiwanese students participated in eight online question-generation sessions. An online learning system equipped with a customizable scaffolding design in terms of content and timing of access was used. The results of ANOVAs on the students' week-by-week question-generation performance showed the immediate positive effects of immediate procedural scaffolding. However, the delayed procedural scaffolds group did not statistically distinguish themselves from the noscaffolds group in any of the eight question-generation performances, nor did the delayed approach engender productive failure, as postulated by some researchers. The significance of this study is discussed, along with suggestions for related instructional implementations, online systems and future research.

原文English
頁(從 - 到)416-433
頁數18
期刊Australasian Journal of Educational Technology
29
發行號3
DOIs
出版狀態Published - 2013

All Science Journal Classification (ASJC) codes

  • 教育

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