Scaffolded and unscaffolded groups showed few differences in knowledge of flu symptoms, home resources and self-care medicines during the Inquiry Stage¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? During the Inquiry Stage there were few differences between the groups' knowledge about flu symptoms, home resources and self-care medicines; the only noted difference was that the scaffolded group pointed out symptoms might vary depending on the specific virus. → Sirpa Kärkkäinen 2014

Evidence¶

Sirpa Kärkkäinen 2014¶

Sirpa Kärkkäinen, Jari Kukkonen and Tuula Keinonen. (2014). Scaffolding in a Medicine Education Intervention for Student Teachers Based on the PROFILES Three Stage Model. ceps Journal, Vol. 4, No. 1. https://eric.ed.gov/?id=EJ1129505

q2 · i? · causal · r1

Qualitative discourse analysis of Inquiry Stage discussions, summarised in Table 2 listing both groups' responses on flu symptoms, home resources and self-care medicines. Both groups agreed medicines relieve but do not cure cold symptoms. No effect size is printed.

"There were few differences during the inquiry stage discussions between the scaffolded and unscaffolded groups’ knowledge about flu symptoms, home resources and self-care medicines (Table 2)."

Discussion¶

Related Claims¶

• Scaffolded student teachers were more effective in searching for information for their presentation, while the unscaffolded group had difficulties finding relevant information — related
• The scaffolded group gave more argumentation concerning flu treatment and prevention suggestions in the Decision-making Stage — related
• Self- and peer-assessment showed no big differences between groups except a more intensive inquiry process in the scaffolded group — related
• Both scaffolded and unscaffolded groups discussed and rated the reliability of the three given websites in the same way — related