Both scaffolded and unscaffolded groups discussed and rated the reliability of the three given websites in the same way¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Both groups rated the Medicine Education website best (no commercials, University administrator) and the discussion forum lowest, giving identical total points on the 1-4 scale. → 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 analysis of the Inquiry Stage website-evaluation task, in which student teachers ranked reliability and clarity of three given websites on a scale of 1=poor to 4=excellent. Table 3 prints identical totals for both groups (20, 18, and 5). No effect size is printed.

"However, both groups assessed all three of the recommended websites in the same away. Also the student teachers indicated misconceptions which might come to influence their medicine education teaching"

Discussion¶

Related Claims¶

• Scaffolded and unscaffolded groups showed few differences in knowledge of flu symptoms, home resources and self-care medicines during the Inquiry Stage — related
• Scaffolded student teachers were more effective in searching for information for their presentation, while the unscaffolded group had difficulties finding relevant information — related
• Self- and peer-assessment showed no big differences between groups except a more intensive inquiry process in the scaffolded group — related