Scaffolding shows a moderate positive effect on conceptual learning outcomes in STEM pedagogical interventions other than direct instruction¶
Claim · All claims
Evidence · 1 study · reviewr1·q3
Currency · newest study 2024 · not yet checked against its sources · 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 i? A meta-analysis by Belland et al. (2017) found a moderate effect of scaffolding on conceptual learning outcomes in STEM interventions other than direct instruction. → Ton de Jong 2024
Evidence¶
Ton de Jong 2024¶
Ton de Jong, Ard W. Lazonder, Clark A. Chinn, Frank Fischer, Janice Gobert, Cindy E. Hmelo-Silver, Ken R. Koedinger, Joseph S. Krajcik, Eleni A. Kyza, Marcia C. Linn, Margus Pedaste, Katharina Scheiter, Zacharias C. Zacharia. (2024). Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities. Educational Research Review, 44. https://doi.org/10.1016/j.edurev.2024.100623
q3 · i? · review · r1
The article cites the Belland et al. (2017) meta-analysis, which "found a moderate effect of scaffolding on conceptual learning outcomes" in STEM interventions other than direct instruction. No numeric effect size is printed in this article.
"A meta-analysis by Belland et al. (2017) found a moderate effect of scaffolding on conceptual learning outcomes with STEM pedagogical interventions other than direct instruction."
Discussion¶
Related Claims¶
- Scaffolding's effect did not vary by customization (fading/adding), change logic, or scope, and motivation scaffolds alone showed no significant effect — related
- Scaffolding improves learning — related
- Computer-based scaffolding shows a consistently positive effect on cognitive outcomes in STEM education — a broader claim this one bears on
- Computer-based scaffolding produces consistently strong within-subject (pre–post) cognitive gains in STEM education across student populations, disciplines, and assessment levels — related
- Customized scaffolding (fading/adding) outperforms non-customized scaffolding in PBL-STEM, with fading/adding highest at g = 0.590 — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
scaffolding-moderate-effect-stem-conceptual-learning |
title |
Scaffolding shows a moderate positive effect on conceptual learning outcomes in STEM pedagogical interventions other than direct instruction |
description |
Scaffolding shows a moderate positive effect on conceptual learning outcomes in STEM pedagogical interventions other than direct instruction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ton-de-jong-2024 |
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