Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence
Brian R. Belland
Oct 2016 · Springer
4.4star
14 reviewsreport
Ebook
144
Pages
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About this ebook
This book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes. It includes detailed descriptions of the theoretical foundations of scaffolding, scaffolding strategies that have been proposed to meet different intended learning outcomes in STEM, and associated efficacy information. Furthermore, the book describes assessment strategies and study designs which can be used to evaluate the influence of scaffolding, and suggests new fields in which scaffolding strategies that have proven efficacious may be used.
Ratings and reviews
4.4
14 reviews
A Google user
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March 27, 2019
A great learning tool for people to enter their minds in furthering education.
4 people found this review helpful
A Google user
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August 29, 2018
a good resource
3 people found this review helpful
Joal Soto
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August 21, 2019
Nice
About the author
Brian R. Belland ([email protected]) is an Associate Professor of Instructional Technology and Learning Sciences at Utah State University. His research focuses on the use of technology to scaffold the development of argumentation skills among middle and high school students and is supported by a National Science Foundation Early CAREER grant and a National Science Foundation REESE grant. Dr. Belland is recipient of several national research awards including the 2007 Educational Technology Research and Development Young Scholar Award, the 2009 American Educational Research Association Instructional Technology Special Interest Group Best Paper Award, and the 2007 American Educational Research Association Problem-based Learning Special Interest Group Best Student Paper Award. He received his PhD in Educational Technology from Purdue University and his MA in French from The Ohio State University.
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