Examining the hard, peer, and teacher scaffolding framework in inquiry-based technology-enhanced learning environments: impact on academic achievement and group performance-Reference-Cited by-同舟云学术

Examining the hard, peer, and teacher scaffolding framework in inquiry-based technology-enhanced learning environments: impact on academic achievement and group performance

Published:2020-03-18 Issue:5 Volume:68 Page:2423-2447
ISSN:1042-1629
Container-title:Educational Technology Research and Development
language:en
Short-container-title:Education Tech Research Dev

Author:

Shin Suhkyung,Brush Thomas A.,Glazewski Krista D.

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

http://link.springer.com/content/pdf/10.1007/s11423-020-09763-8.pdf

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3. Belland, B., Glazewski, K., & Richardson, J. (2011). Problem-based learning and argumentation: Testing a scaffolding framework to support middle school students’ creation of evidence-based arguments. Instructional Science, 39(5), 667–694. https://doi.org/10.1007/s11251-010-9148-z.

4. Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

5. Cho, K., & Jonnasen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50(3), 5–22. https://doi.org/10.1007/BF02505022.

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