Belland Brian R, Walker Andrew E, Kim Nam Ju, Lefler Mason
Utah State University.
Rev Educ Res. 2017 Apr;87(2):309-344. doi: 10.3102/0034654316670999. Epub 2016 Oct 10.
Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has synthesized the results of these studies. This review addresses that need by synthesizing the results of 144 experimental studies (333 outcomes) on the effects of computer-based scaffolding designed to assist the full range of STEM learners (primary through adult education) as they navigated ill-structured, problem-centered curricula. Results of our random effect meta-analysis (a) indicate that computer-based scaffolding showed a consistently positive (ḡ = 0.46) effect on cognitive outcomes across various contexts of use, scaffolding characteristics, and levels of assessment and (b) shed light on many scaffolding debates, including the roles of customization (i.e., fading and adding) and context-specific support. Specifically, scaffolding's influence on cognitive outcomes did not vary on the basis of context-specificity, presence or absence of scaffolding change, and logic by which scaffolding change is implemented. Scaffolding's influence was greatest when measured at the principles level and among adult learners. Still scaffolding's effect was substantial and significantly greater than zero across all age groups and assessment levels. These results suggest that scaffolding is a highly effective intervention across levels of different characteristics and can largely be designed in many different ways while still being highly effective.
基于计算机的支架式教学法在学生解决复杂问题、目标或任务时为他们提供帮助，在此过程中有助于提高和整合他们的高阶技能。然而，尽管在科学、技术、工程和数学（STEM）教育领域对支架式教学法进行了数十年的研究，但尚无现有的综合元分析对这些研究结果进行汇总。本综述通过汇总144项关于基于计算机的支架式教学法效果的实验研究（333个结果）来满足这一需求，这些研究旨在帮助各类STEM学习者（从小学到成人教育）应对结构不良、以问题为中心的课程。我们随机效应元分析的结果表明：（a）在各种使用情境、支架式教学法特征以及评估水平下，基于计算机的支架式教学法对认知结果均呈现出持续的积极影响（ḡ = 0.46）；（b）阐明了许多关于支架式教学法的争论，包括定制（即逐渐消失和添加）以及特定情境支持的作用。具体而言，支架式教学法对认知结果的影响并不因特定情境、支架式教学法变化的有无以及实施支架式教学法变化的逻辑而有所不同。当在原则层面以及成年学习者中进行测量时，支架式教学法的影响最大。不过，在所有年龄组和评估水平上，支架式教学法的效果都很显著且明显大于零。这些结果表明，支架式教学法在不同特征水平上都是一种非常有效的干预措施，并且在很大程度上可以通过多种不同方式进行设计，同时仍然非常有效。
