Problematizing scaffolds timed to metacognitive moments led students to learn the most domain knowledge¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a controlled experiment in the Netherlands, triads shown problematizing scaffolds learned the most domain knowledge compared with avatar-only and suggestive scaffold conditions. → Gerry Stahl 2011

Evidence¶

Gerry Stahl 2011¶

Gerry Stahl. (2011). Collaborating around the tabletop. International Journal of Computer-Supported Collaborative Learning, 6:485–490. https://doi.org/10.1007/s11412-011-9135-7

q2 · i? · theoretical · r2

The editorial summarizes the Molenaar, Chiu, Sleegers, and van Boxtel controlled experiment in which triads were periodically interrupted by questions under three conditions: avatar only, suggestive scaffold, or problematizing scaffold with a text box. No effect size is printed.

"Analysis of the results indicates that the students shown the problematizing scaffolds learned the most domain knowledge."

Discussion¶

Related Claims¶

• Problematizing scaffolds produced a small significant positive effect on transfer of individual domain knowledge compared to structuring scaffolds — related
• Metacognitive scaffolding did not significantly affect group performance of collaborating triads, though the effect size indicated a small to medium positive effect — related
• Only problematizing scaffolds, not structuring scaffolds, significantly raise domain knowledge — related
• Problematizing scaffolds produced a medium significant positive effect on group performance compared to structuring scaffolds — related