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- W2331414398 abstract "This study investigates how scaffolding type and learners’ epistemological beliefs influence ill-structured problem solving. The independent variables in this study include the type of scaffolding (task-supported, self-monitoring) and the student's epistemological belief level (more advanced, less advanced). The dependent variables include three components of problem-solving skill (problem representation, solution development, monitoring and evaluation). The two-way multivariate analysis of variance results reveal that students in the self-monitoring scaffolding group earned higher scores on problem representation and solution development than those in the task-supported scaffolding group. Students with more advanced epistemological beliefs also earned higher scores on solution development and monitoring and evaluation than did those with less advanced epistemological beliefs. In addition, a significant interaction was found between scaffolding type and epistemological belief level. These findings suggest that students can benefit from self-monitoring scaffolding in web-based problem solving and that different types of scaffolding should be provided according to the student's epistemological belief level." @default.
- W2331414398 created "2016-06-24" @default.
- W2331414398 creator A5059742101 @default.
- W2331414398 creator A5073025273 @default.
- W2331414398 date "2015-09-01" @default.
- W2331414398 modified "2023-09-26" @default.
- W2331414398 title "Finding the optimal scaffoldings for learners’ epistemological beliefs during ill-structured problem solving" @default.
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- W2331414398 doi "https://doi.org/10.1080/10494820.2015.1073749" @default.
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