Fading of instructional support in collaborative argumentation has produced mixed results, with effectiveness depending on the fading criterion used¶

Claim · All claims
Evidence · 1 study (3 entries) · theoretical r2–r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Fading support over time led students to provide stronger reasoning explanations than continuous support in one study. → Noroozi 2018 q2 i? Fading by number of posted messages did not beat continuous or peer-monitoring support, and peer-monitoring outperformed both. → Noroozi 2018 (2) q2 i? Fading controlled by learning-progression phase yielded lower-quality reasoning explanations than continuous support. → Noroozi 2018 (3)

Evidence¶

Noroozi 2018¶

Noroozi, O., Kirschner, P. A., Biemans, H. J. A., & Mulder, M. (2018). Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading. Educational Psychol Rev, 30, 153–176. https://doi.org/10.1007/s10648-017-9400-z

q2 · i? · theoretical · r3

The review reports a study in which fading over time produced "stronger explanations themselves in terms of their reasoning compared to the continuous support group"; no effect size is printed.

"McNeill et al. (2006) showed that when support is faded over time, students provide stronger explanations themselves in terms of their reasoning compared to the continuous support group."

Noroozi 2018 (2)¶

Noroozi, O., Kirschner, P. A., Biemans, H. J. A., & Mulder, M. (2018). Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading. Educational Psychol Rev, 30, 153–176. https://doi.org/10.1007/s10648-017-9400-z

q2 · i? · theoretical · r3

The review reports that message-count-based fading "did not yield better acquisition of argumentation compe- tence" than continuous or peer-monitoring support; the review adds peer-monitoring students outperformed both fading and continuous groups.

"Bouyias and Demetriadis ( 2012) found that fading controlled by the number of posted messages during discourse did not yield better acquisition of argumentation compe- tence than continuous script support or peer-monitoring support."

Noroozi 2018 (3)¶

Noroozi, O., Kirschner, P. A., Biemans, H. J. A., & Mulder, M. (2018). Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading. Educational Psychol Rev, 30, 153–176. https://doi.org/10.1007/s10648-017-9400-z

q2 · i? · theoretical · r2

The review reports a study by Lee and Songer in which phase-controlled fading "yielded a lower quality of reasoning explanations than continuous support", a negative result for fading in CABLe.

"fading that was controlled by the learning progression phase during discourse yielded a lower quality of reasoning explanations than continuous support"

Discussion¶

Related Claims¶

• Adaptive fading adjusted to discourse quality is reported as more effective than fixed fading regimes for developing internal script components, but long-term evidence is lacking — related
• A systematic review argues that concrete materials aid mathematics and science learning when they are explicitly and gradually connected to the abstract symbols they represent — related
• Progressive scaffold fading moved teachers from guided participation toward independent justification, generalization, and task design — related
• Minimal guidance is less effective for novices than explicit instruction — related