Scaffolding Problem-Solving and Inquiry: From Instructional Design to a “Bridge Model”

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Author(s): Zvia Fund (Bar-Ilan University, Israel)
Copyright: 2009
Pages: 27
Source title: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
Source Author(s)/Editor(s): Leo Tan Wee Hin (National Institute of Education, Singapore)and R. Subramaniam (National Institute of Education, Singapore)
DOI: 10.4018/978-1-60566-120-9.ch014

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in K-12 Education

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Abstract

The study examines cognitive support for science learning in a computerized environment. The research was carried out with junior high school students, who used a problem-solving computerized environment in science. For this purpose, four support components were identified - structural, reflection, subjectmatter, and enrichment components. These components were used to construct four computerized cognitive support models based on human teaching. The effects of these support models on achievement, on cognitive and meta-cognitive skills, and on reflective behavior are compared to one another and to a control group. The results led to the construction of a theoretical-functional “Bridge Model”. The model elucidates the functions of the structural, reflective and subject-matter components upon the cognitive system, and offers an explanation of the research findings. The study and its main results are presented, as well as a theoretical description of the Bridge Model.

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Scaffolding Problem-Solving and Inquiry: From Instructional Design to a “Bridge Model”

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