Impact of Scaffolding Characteristics and Study Quality on Learner Outcomes in STEM Education: A Meta-analysis

这个为期两年的综合项目由犹他州立大学的研究人员领导，重点是在正式和非正式环境中使用脚手架进行STEM学习。脚手架是帮助学生参与并获得技能的支持，这些任务超出了他们自己的能力范围。本研究采用元分析的方法，探讨了支架特征、学习与评估工具质量、评估类型对K-成人STEM教育认知结果的影响。培养所有学生解决STEM的基本问题，是培养21世纪有效公民的核心。与脚手架相结合，STEM教育中的探究式方法可以实现这一目标。目前缺乏对脚手架特点的全面评估，妨碍了(A)STEM教员和管理人员采用脚手架，以及(B)教学设计者进行脚手架设计。

This two-year synthesis project, led by researchers at Utah State University, focuses on the use of scaffolding in STEM learning in formal and informal settings. Scaffolding is support that helps students engage in and gain skill at tasks that are beyond their unassisted capabilities. The project uses meta-analysis to determine the influence of scaffold characteristics, study and assessment instrument quality, and assessment type on cognitive outcomes in K-Adult STEM education. Preparing all students to address fundamental STEM problems is central to preparing effective citizens for the 21st century. Combined with scaffolding, inquiry-based approaches in STEM education can lead to this goal. A current lack of a comprehensive assessment of scaffolding characteristics hinders (a) scaffolding adoption by STEM instructors and administrators and (b) scaffolding design by instructional designers.