Belland, Brian R.
Instructional Scaffolding in STEM Education Strategies and Efficacy Evidence / [electronic resource] : by Brian R. Belland. - 1st ed. 2017. - XI, 144 p. 10 illus. online resource.
Introduction: Global view of scaffolding -- Societal goals in STEM education -- Instructional scaffolding: foundations and evolving definitions -- How computer-based scaffolding has been applied in different STEM fields -- Efficacy information according to scaffolding characteristics -- Efficacy information according to study quality -- Efficacy information according to assessment type -- Future directions in scaffolding in STEM -- Conclusion.
Open Access
This book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes. It includes detailed descriptions of the theoretical foundations of scaffolding, scaffolding strategies that have been proposed to meet different intended learning outcomes in STEM, and associated efficacy information. Furthermore, the book describes assessment strategies and study designs which can be used to evaluate the influence of scaffolding, and suggests new fields in which scaffolding strategies that have proven efficacious may be used.
9783319025650
10.1007/978-3-319-02565-0 doi
Science education.
Mathematics—Study and teaching .
Educational technology.
Science Education.
Mathematics Education.
Educational Technology.
LC8-6691
507.1
Instructional Scaffolding in STEM Education Strategies and Efficacy Evidence / [electronic resource] : by Brian R. Belland. - 1st ed. 2017. - XI, 144 p. 10 illus. online resource.
Introduction: Global view of scaffolding -- Societal goals in STEM education -- Instructional scaffolding: foundations and evolving definitions -- How computer-based scaffolding has been applied in different STEM fields -- Efficacy information according to scaffolding characteristics -- Efficacy information according to study quality -- Efficacy information according to assessment type -- Future directions in scaffolding in STEM -- Conclusion.
Open Access
This book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes. It includes detailed descriptions of the theoretical foundations of scaffolding, scaffolding strategies that have been proposed to meet different intended learning outcomes in STEM, and associated efficacy information. Furthermore, the book describes assessment strategies and study designs which can be used to evaluate the influence of scaffolding, and suggests new fields in which scaffolding strategies that have proven efficacious may be used.
9783319025650
10.1007/978-3-319-02565-0 doi
Science education.
Mathematics—Study and teaching .
Educational technology.
Science Education.
Mathematics Education.
Educational Technology.
LC8-6691
507.1