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A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions

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Note: This paper, which was submitted for the 2003 ETR&D Young Scholar competition, was selected for both the award and publication. Individuals who do not hold a doctorate or who received a doctorate in the past five years are eligible to apply for the ETR&D Young Scholar Award. The manuscript may have one or more authors. In addition to having the manuscript published in ETR&D, the Young Scholar Award winner receives $500 and a plaque from AECT. —Steven M. Ross, Research Editor

Abstract

We present a conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. We first examine the characteristics and processes of ill-structured problem solving, namely, problem representation, generating solutions, making justifications, and monitoring and evaluation. Then, we analyze each of the problem-solving processes with regard to its cognitive and metacognitive requirements, the issues and learning problems that might be encountered by students during each process, and the respective role of question prompts and peer interactions in scaffolding each process. Next, we discuss the role of the teacher in relation to the use of the two scaffolding techniques, and their limitations. Last, we discuss implications for instructional design by suggesting some specific guidelines, and made recommendations for future research.

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Authors and Affiliations

  1. Instructional Psychology and Technology program at The University of Oklahoma, Oklahoma, USA

    Xun GE (Assistant Professor)

  2. Instructional Systems program at The Pennsylvania State University, Pennsylvania, USA

    Susan M. Land (Assistant Professor)

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  1. Xun GE
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  2. Susan M. Land
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Xun, G., Land, S.M. A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions. ETR&D 52, 5–22 (2004). https://doi.org/10.1007/BF02504836

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