Problematizing scaffolds produced a small significant positive effect on transfer of individual domain knowledge compared to structuring scaffolds¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i1small
Currency · newest study 2010 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i1 Students in problematizing triads scored significantly higher on the near transfer test than students in structuring triads, t(147) = 1.64, p < 0.05, r = 0.13. → Molenaar 2010
Evidence¶
Molenaar 2010¶
Molenaar, I., van Boxtel, C. A. M., & Sleegers, P. J. C. (2010). Metacognitive scaffolding in an innovative learning arrangement. Instructional Science. https://doi.org/10.1007/s11251-010-9154-1
q3 · i1 · causal · r2
Planned comparison between problematizing and structuring conditions on a near transfer task (mind map of topics to consider when moving to another country). The article reports a significant small effect, r = 0.13, while recall and knowledge test effects were non-significant and negative.
"Students who worked in triads which received problematizing scaffolds scored significantly higher on the transfer test than students who worked in triads receiving structuring scaffolds (t (147) = 1.64; p\ 0.05). The effect size (r= 0. 13) indicated a small positive effect of the form of scaffolding on the transfer of knowledge."
Discussion¶
Related Claims¶
- Problematizing scaffolds produced a small significant positive effect on individual metacognitive knowledge compared to structuring scaffolds — related
- Problematizing scaffolds produced a medium significant positive effect on group performance compared to structuring scaffolds — related
- Metacognitive scaffolding had no significant effect on individual domain knowledge (recall, knowledge tests, or transfer), with effect sizes close to zero — reports the opposite
- Problematizing scaffolds timed to metacognitive moments led students to learn the most domain knowledge — related
- Only problematizing scaffolds, not structuring scaffolds, significantly raise domain knowledge — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
problematizing-scaffolds-transfer-effect |
title |
Problematizing scaffolds produced a small significant positive effect on transfer of individual domain knowledge compared to structuring scaffolds |
description |
Problematizing scaffolds produced a small significant positive effect on transfer of individual domain knowledge compared to structuring scaffolds |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — molenaar-2010 |
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