Table of contents

  1. Front Matter
    Pages i-xi
  2. Brian R. Belland
    Pages 1-15 Open Access
  3. Brian R. Belland
    Pages 17-53 Open Access
  4. Brian R. Belland
    Pages 55-77 Open Access
  5. Brian R. Belland
    Pages 107-126 Open Access
  6. Brian R. Belland
    Pages 127-142 Open Access
  7. Back Matter
    Pages 143-144

About this book

Introduction

This book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes. It includes detailed descriptions of the theoretical foundations of scaffolding, scaffolding strategies that have been proposed to meet different intended learning outcomes in STEM, and associated efficacy information. Furthermore, the book describes assessment strategies and study designs which can be used to evaluate the influence of scaffolding, and suggests new fields in which scaffolding strategies that have proven efficacious may be used.

Keywords

Computer-based scaffolding Goals in STEM education Instructional scaffolding STEM Education Scaffolding characteristics Scaffolding strategies

Authors and affiliations

  • Brian R.┬áBelland
    • 1
  1. 1.Utah State University LoganUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-02565-0
  • Copyright Information The Editor(s) (if applicable) and the Author(s) 2017
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-02564-3
  • Online ISBN 978-3-319-02565-0
  • About this book