Fading of Scaffolds in Argumentation during Ill-structured Problem-Solving Tasks

• In Event: D&D - Instructional Design Strategies

Short Description

In the current study, we examined the effects of question-prompts fading on ill-structured problem-solving tasks through the lens of argumentation. The results suggested that the quality of students’ arguments differed in three facets of argumentation: initial, counterargument, and rebuttal. However, students who received faded scaffolds did not perform significantly different from the students who received persistent scaffolds. The results offer some implications for designing effective scaffolds and fading using question prompts.

Authors

• Victor Law, University of New Mexico

• Andrew Tawfik, Northern Illinois University

• Xun Ge, University of Oklahoma