Developing My Perspectives on Scaffolding and Problem-Based Learning: A Retrospective View

In this paper, I describe the iterative development of my perspectives on scaffolding and problem-based learning through interactions with other scholars and research. Such influences include doctoral experiences, funded projects, and exposures to research from a variety of traditions

Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence

science education; educational technology; learning and instructio

Scaffolding for Optimal Challenge in K–12 Problem-Based Learning

Establishing optimal challenge enhances intrinsic motivation, interest, and the probability of success in the learning activity. In K–12 problem-based learning (PBL), students may struggle to address associated tasks that are beyond their current ability levels. This paper suggested learner-centered scaffolding systems (LSS) to improve K–12 students’ perception of optimal challenge by addressing their learning issues in PBL. LSS enhances students’ experience in autonomy and competence by providing multiple types of scaffolding in accordance with students’ different needs and difficulties in PBL. Students can control the nature and frequency of scaffolding by themselves according to their needs and ability, and it plays a role in improving their self-directed learning skills. Last, peer scaffolding between students with similar abilities satisfies students’ needs for relatedness

What Else (Besides the Syllabus) Should Students Learn in Introductory Physics?

We have surveyed what various groups of instructors and students think students should learn in introductory physics. We started with a Delphi Study based on interviews with experts, then developed orthogonal responses to “what should we teach non‐physics majors besides the current syllabus topics?” AAPT attendees, atomic researchers, and PERC08 attendees were asked for their selections. All instructors rated “sense‐making of the answer” very highly and expert problem solving highly. PERers favored epistemology over problem solving, and atomic researchers “physics comes from a few principles.” Students at three colleges had preferences anti‐aligned with their teachers, preferring more modern topics, and the relationship of physics to everyday life and also to society (the only choice with instructor agreement), but not problem solving or sense‐making. Conclusion #1: we must show students how old physics is relevant to their world. Conclusion #2: significant course reform must start by reaching consensus on what to teach and how to hold students’ interest (then discuss techniques to teach it).National Science Foundation (U.S.) (NSF grant PHY-0757931

Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence

science education; educational technology; learning and instructio

Perceptions of the Value of Problem-based Learning among Students with Special Needs and Their Teachers

While problem-based learning (PBL) has been found to be effective with gifted and average students (Hmelo-Silver, 2004), little is known about its impact on students with special needs. This study examines the perceptions of middle-school students with mild, moderate, and severe disabilities and of their teachers regarding the value of participating in a PBL unit. The unit focused on the physical accessibility of a low-SES, rural community where the students’ school was located.We used the constant comparative method (Glaser & Strauss, 1967) to analyze interview data, and used observation data and artifacts to triangulate interview comments. Among the noteworthy findings were (1) students manifested strong engagement, and (2) students with less severe disabilities developed compassion for students with more severe disabilities

Toward a framework on how affordances and motives can drive different uses of scaffolds: theory, evidence, and design implications

Abstract One way to help students engage in higher-order thinking is through scaffolding, which can be defined as support that allows students to participate meaningfully in and gain skill at a task that is beyond their unassisted abilities. Most research on computerbased scaffolds assesses the average impact of the tools on learning outcomes. This is problematic in that it assumes that computer-based scaffolds impact different students in the same way. In this conceptual paper, we use activity theory and the theory of affordances to build an initial theoretical framework on how and why K-12 students use computer-based scaffolds. Specifically, we argue that affordances and motives drive how and why K-12 students use computer-based scaffolds. Then we examine empirical studies to gather preliminary support for the framework. Implications for research on and the design of computer-based scaffolds are explored