Building and Observing in Individual Versus Collaborative Inquiry: What Scaffolds Contribute to Confusion and Frustration?

• In Event: AERA Poster Session 5
  In Poster Session: Self-Regulated Learning Strategies

Abstract

Instructional scaffolds can help students overcome challenges associated with learning complex science concepts through inquiry. Scaffolds can impact both students’ cognitive and emotional (confusion or frustration) outcomes. This study investigated the impact of two forms of scaffolds on learners’ confusion and frustration. Students participated in an online inquiry unit with dynamic visualisations either individually or collaboratively. They either built an energy flow diagram or observed a peer learner building the diagram. Levels of confusion and frustration declined over time across all conditions. Collaboration significantly helped to reduce confusion and frustration for the building condition. However, confusion and frustration increased when pairs observed a peer building the diagram. These results suggest the importance of considering affective impacts of scaffolds.

Authors

• Lisa Hasenbein, Eberhard Karls Universität Tübingen

• Sarah Bichler, University of California - Berkeley

• Marcia Linn, University of California - Berkeley