Computer-Based Scaffolding in STEM Education Across Countries and U.S. States: Meta-Analysis and Cluster Analysis

• In Event: 32.062 - International Education

Abstract

Computer-based scaffolding and problem-centered instructional models have proven effective in increasing students’ interest and learning gains in STEM education. Despite this, there have been few studies to investigate which strategies and contexts make particular scaffolds effective or compared the effectiveness of computer-based scaffolding on an international scale. This study provides insight into the effects of computer-based scaffolding in terms of scaffolding characteristics and contexts of use in the world and U.S. states. Results confirmed computer-based scaffolding in PCIMs for STEM education has positive effects. However, computer-based scaffolding had different effects according to its combination of scaffolding characteristics within problem-centered models. Finally, no consistent pattern in the distribution of scaffolding characteristics across any countries or U.S. states was found.

Authors

• Nam Ju Kim, University of Miami

• Brian R. Belland, Utah State University

• Andrew Walker, Utah State University

• Jacob Charles Piland, Utah State University