Metacognitive scaffolding in an innovative learning arrangement
Metacognitive scaffolding in an innovative learning arrangement
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创新学习安排中的元认知支架
DOI：
10.1007/s11251-010-9154-1
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发表时间：
2011
影响因子：
2.5
通讯作者：
P. Sleegers
中科院分区：
文献类型：
--
作者：
I. Molenaar;C. Boxtel;P. Sleegers
本研究旨在探讨元认知支架对合作学生在创新学习安排中学习成果的影响。三人组由计算机化的支架支持，这些支架动态地整合到学习过程中，并采取结构化或问题化的形式。在实验设计中，将接受支架的两个实验组与对照组进行比较。实验组使用的支架形式不同：结构化支架与问题化支架。我们分析了元认知支架和不同形式的支架在群体和个体水平上对学习结果的影响。结果表明，脚手架对群体绩效没有影响，也没有对获得的个人领域知识，但对获得的个人元认知知识的影响很小。对于不同形式的支架的影响，我们发现一个小的影响，对小组的表现，个人领域知识的转移和个人元认知知识的收购。
This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning process and took a structuring or problematizing form. In an experimental design the two experimental groups receiving scaffolds were compared with a control group. The experimental groups differed in the form of scaffolding used: structuring scaffolds versus problematizing scaffolds. We analyzed the effects of metacognitive scaffolding and of different forms of scaffolds on the learning outcomes at group and individual level. The results showed no effect of scaffolding on group performance, nor on the acquired individual domain knowledge, but a small effect on acquired individual metacognitive knowledge. With respect to the effects of different forms of scaffolds, we found a small effect on group performance, on transfer of individual domain knowledge and on the individual metacognitive knowledge acquired.