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Belland, Brian R.; Kim, Nam Ju – Journal of Educational Research, 2021
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…
Descriptors: Prediction, High School Students, Persuasive Discourse, Information Literacy
Kim, Nam Ju; Vicentini, Cristiane Rocha; Belland, Brian R. – International Journal of Science and Mathematics Education, 2022
Success in problem-based learning requires both strong information literacy to search for, evaluate, and use information effectively, and argumentation skills to generate coherent arguments. This study investigated the positive and negative effects of computer-based scaffolding to support high-school credit recovery students' information literacy…
Descriptors: Scaffolding (Teaching Technique), Information Literacy, Persuasive Discourse, Field Trips
Kim, Nam Ju; Belland, Brian R.; Lefler, Mason; Andreasen, Lindi; Walker, Andrew; Axelrod, Daryl – Educational Psychology Review, 2020
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…
Descriptors: Computer Assisted Instruction, Scaffolding (Teaching Technique), Problem Based Learning, STEM Education
Exploring Epistemological Approaches and Beliefs of Middle School Students in Problem-Based Learning
Belland, Brian R.; Gu, Jiangyue; Kim, Nam Ju; Turner, David Jaden; Weiss, David Mark – Journal of Educational Research, 2019
The authors investigated the influence of engaging in a problem-based learning unit on middle school students' epistemic beliefs, and how such students' epistemic beliefs and approaches to argumentation within and outside of their small groups related. Data sources include state science achievement test scores, epistemic beliefs pre- and…
Descriptors: Middle School Students, Student Attitudes, Beliefs, Epistemology
Belland, Brian R.; Weiss, D. Mark; Kim, Nam Ju – Journal of Educational Research, 2020
Strong information literacy, collaboration, and argumentation skills are essential to success in problem-based learning (PBL), and computer-based scaffolding plays a key role in helping students enhance these skills. As students search for information, identify root causes, and propose problem solutions, they are faced with choosing among…
Descriptors: High School Students, Modeling (Psychology), Problem Based Learning, Inquiry
Kim, Nam Ju; Belland, Brian R.; Axelrod, Daryl – Interdisciplinary Journal of Problem-based Learning, 2019
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…
Descriptors: Problem Based Learning, Scaffolding (Teaching Technique), Elementary Secondary Education, Independent Study
Belland, Brian R.; Weiss, D. Mark; Kim, Nam Ju; Piland, Jacob; Gu, Jiangyue – International Journal of Science and Mathematics Education, 2019
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.…
Descriptors: Science Instruction, High School Students, Scientific Research, Scaffolding (Teaching Technique)
Kim, Nam Ju; Belland, Brian R.; Walker, Andrew E. – Educational Psychology Review, 2018
Computer-based scaffolding plays a pivotal role in improving students' higher-order skills in the context of problem-based learning for Science, Technology, Engineering and Mathematics (STEM) education. The effectiveness of computer-based scaffolding has been demonstrated through traditional meta-analyses. However, traditional meta-analyses suffer…
Descriptors: Scaffolding (Teaching Technique), Computer Assisted Instruction, Problem Based Learning, STEM Education
Belland, Brian R.; Walker, Andrew E.; Kim, Nam Ju – Review of Educational Research, 2017
Computer-based scaffolding provides temporary support that enables students to participate in and become more proficient at complex skills like problem solving, argumentation, and evaluation. While meta-analyses have addressed between-subject differences on cognitive outcomes resulting from scaffolding, none has addressed within-subject gains.…
Descriptors: Bayesian Statistics, Meta Analysis, STEM Education, Computer Assisted Instruction
Belland, Brian R.; Walker, Andrew E.; Kim, Nam Ju; Lefler, Mason – Review of Educational Research, 2017
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…
Descriptors: Computer Assisted Instruction, Scaffolding (Teaching Technique), STEM Education, Meta Analysis
Belland, Brian R.; Gu, Jiangyue; Kim, Nam Ju; Turner, David J. – Educational Technology Research and Development, 2016
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…
Descriptors: Middle School Students, Ethnography, Grade 7, Cooperative Learning