Strong information literacy, collaboration, and argumentation skill are essential to success in problem-based learning (PBL). Computer-based scaffolding can help students enhance these skills during PBL. In this study, we investigated predictors of the quality of arguments high school environmental science students wrote in support of their…

Computer-based scaffolding (CBS) has been regarded as an effective way to help individual students complete and gain skill at completing complex tasks beyond their current ability level. Previous meta-analyses also have demonstrated that CBS for collaborative learning leads to positive cognitive outcomes in problem-centered instruction for STEM…

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…

In this study, we investigated how high school credit recovery students worked in small groups and used computer-based scaffolds to conduct scientific inquiry in a problem-based learning unit centered on water quality. We examined how students searched for and evaluated information from different sources, and used evidence to support their claims.…

Science educators increasingly call for students to address authentic scientific problems in science class. One form of authentic science problem--socioscientific issue--requires that students engage in complex reasoning by considering both scientific and social implications of problems. Computer-based scaffolding can support this process by…