The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Scaffolding students' knowledge integration: prompts for reflection in KIE
Abstract
Encouraging students to be autonomous is an important goal of the scaffolded knowledge integration framework. Knowledge integration requires students to expand their repertoire of ideas but unless those ideas are reflected upon, they cannot be linked to and reconciled with current ideas. Students are capable of doing this kind of reflection but, many need scaffolding. Scaffolding here in the form of reflection prompts can help students be autonomous integrators of their knowledge. This research investigated learning and design questions. It determined whether reflection prompts promote knowledge integration for students working on science projects and investigated the effects of students' different dispositions on their reflection. It explored which characteristics of prompts best support students in knowledge integration. The learning results indicate that prompting students to reflect significantly increases knowledge integration in science projects. Yet similar prompts elicit qualitatively diverse responses from students. Students who focus on their ideas perform significantly better on the end product than do other students who focus on their actions or activities. Furthermore, students who indicate that they understand everything perform significantly worse on the final project than do other students. The design results show that self-monitoring prompts, which encourage planning for and reflection on activities, help students to demonstrate an integrated understanding of the relevant science; while activity prompts, which guide the inquiry process, are less successful in prompting knowledge integration.
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Cites
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“White and Frederiksen (1998) have shown success using prompts for reflective assessment in their mechanics curriculum for junior high school students.”
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Cited by
HMELO-SILVER, C. E., DUNCAN, R. G., & CHINN, C. A. (2007) · Educational Psychologist · doi:10.1080/00461520701263368 · Cited by 2,641
Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work
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Meta-Analysis of Inquiry-Based Learning: Effects of Guidance
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Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
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“Targeted learning outcomes of scaffolding now included deep content learning (Davis & Linn, 2000; Linn, 2000), argumentation ability (Hong, Lin, Wang, Chen, & Yang, 2013; Jeong & Joung, 2007; McNeill & Krajcik, 2009), and problem-solving ability (Ge & Land, 2003; González-Calero, Arnau, Puig, &…”
BackgroundA Framework for Designing Scaffolds That Improve Motivation and Cognition
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Devolder, A., van Braak, J., & Tondeur, J. (2012) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2011.00476.x · Cited by 258
Effects of high level prompts and peer assessment on online learners’ reflection levels
Chen, N.-S., Wei, C.-W., Wu, K.-T., & Uden, L. (2009) · Computers & Education · doi:10.1016/j.compedu.2008.08.007 · Cited by 199
Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2015.05.038 · Cited by 180
Guo, L. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12650 · Cited by 141
Kim, J. Y., & Lim, K. Y. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.05.001 · Cited by 120
Using Concept Maps to Facilitate Collaborative Simulation-Based Inquiry Learning
Gijlers, H., & de Jong, T. (2013) · Journal of the Learning Sciences · doi:10.1080/10508406.2012.748664 · Cited by 79
Scaffolding Science Teachers in Open‐inquiry Teaching
van der Valk, T., & de Jong, O. (2009) · International Journal of Science Education · doi:10.1080/09500690802287155 · Cited by 70
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Kumar, H., Xiao, R., Lawson, B., Musabirov, I., Shi, J., Wang, X., Luo, H., Williams, J. J., Rafferty, A. N., Stamper, J., et al. (2024) · Proceedings of the Eleventh ACM Conference on Learning @ Scale · doi:10.1145/3657604.3662042 · Cited by 53
“This is achieved by promoting connections between disparate concepts within academic material [6, 12, 13], encouraging the elaboration of learned ideas [12], and facilitating error detection and correction [11, 12].”
Instructional Scaffolding: Foundations and Evolving Definition
Belland, B. R. (2017) · Instructional Scaffolding in STEM Education · doi:10.1007/978-3-319-02565-0_2 · Cited by 40
The effects of reflection on seventh grade social studies student learning and perception
Denton, D. W., & Ellis, A. K. (2023) · Educational Studies · doi:10.1080/03055698.2020.1835616 · Cited by 4
Metadata
- Authors
- Davis, E. A.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2000-08
- Volume
- 22
- Issue
- 8
- Pages
- 819-837
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W2107429464
- Cited by
- 531
- References
- 3
- FWCI
- 46.89
- Type
- journal article
- Language
- en
- Open access
- closed
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