Influence of Scaffolding on Information Literacy and Argumentation Skills in Virtual Field Trips and Problem-Based Learning for Scientific Problem Solving

Autor/inn/en	Kim, Nam Ju; Vicentini, Cristiane Rocha; Belland, Brian R.
Titel	Influence of Scaffolding on Information Literacy and Argumentation Skills in Virtual Field Trips and Problem-Based Learning for Scientific Problem Solving
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 2, S.215-236 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Nam Ju)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10145-y
Schlagwörter	Scaffolding (Teaching Technique); Information Literacy; Persuasive Discourse; Field Trips; Problem Based Learning; Problem Solving; Science Instruction; Communication Skills; High School Students; Computer Assisted Instruction; Pollution; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Informationskompetenz; Persuasion; Persuasive Kommunikation; Exkursion; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kommunikationsstil; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computer based training; Computerunterstützter Unterricht; Schadstoffbelastung; Unterrichtserfolg
Abstract	Success in problem-based learning requires both strong information literacy to search for, evaluate, and use information effectively, and argumentation skills to generate coherent arguments. This study investigated the positive and negative effects of computer-based scaffolding to support high-school credit recovery students' information literacy and argumentation skills in a problem-based learning unit on air quality. Virtual field trips and the Connection Log were designed and developed to provide scaffolding that supported students in addressing conceptual, metacognitive, and strategic challenges. Results revealed that diverse students can use scaffolding in different ways on the basis of distinct goals and prior experiences. These findings imply that information literacy and argumentation skills supported by computer-based scaffolding are pivotal factors in problem-based learning for science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01