Adaptable Scaffolding of Mathematical Argumentation Skills: The Role of Self-Regulation When Scaffolded with CSCL Scripts and Heuristic Worked Examples

Autor/inn/en	Vogel, Freydis; Kollar, Ingo; Fischer, Frank; Reiss, Kristina; Ufer, Stefan
Titel	Adaptable Scaffolding of Mathematical Argumentation Skills: The Role of Self-Regulation When Scaffolded with CSCL Scripts and Heuristic Worked Examples
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 17 (2022) 1, S.39-64 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vogel, Freydis) ORCID (Kollar, Ingo) ORCID (Fischer, Frank) ORCID (Reiss, Kristina) ORCID (Ufer, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-022-09363-z
Schlagwörter	Mathematics Instruction; Computer Assisted Instruction; Teaching Methods; Comparative Analysis; Heuristics; Scaffolding (Teaching Technique); Student Needs; Persuasive Discourse; Undergraduate Students; Outcomes of Education; Learning Processes; Instructional Design; Course Content; Problem Solving + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Heuristik; Persuasion; Persuasive Kommunikation; Lernleistung; Schulerfolg; Learning process; Lernprozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Kursprogramm; Problemlösen
Abstract	Collaboration scripts and heuristic worked examples have been described as powerful scaffolds to support skill acquisition in CSCL. While CSCL scripts particularly facilitate argumentative discourse within groups, heuristic worked examples provide heuristics and worked out pathways to solve domain-specific tasks. Yet, both scripts and heuristic worked examples are often designed in a one-size-fits-all fashion. Granting learners the opportunity to adapt these scaffolds to their self-perceived needs might be a way to further enhance their effects. We tested this assumption in two experiments. In experiment 1, we compared the effects of learning with adaptable and non-adaptable CSCL scripts. In experiment 2, we compared the effects of learning with adaptable and non-adaptable heuristic worked examples. University students (N = 167) learned repeatedly in pairs with either adaptable or non-adaptable scaffolding in the context of mathematical conjecture problems. Results show that adaptable CSCL scripts were partly helpful for students with higher levels of self-regulation skills. Non-adaptable maximal scaffolding supported learning of distinctive skill components. Social-discursive components were best facilitated by maximal heuristic worked examples through content knowledge scaffolds. In contrast, CSCL scripts best facilitated domain-specific skill components by scaffolding learners' engagement in social discourse about domain knowledge. The study provides recommendations for designing adaptable scaffolding by taking into account the relation between the targeted skill component and the activities scaffolded in the learning process. We suggest conducting future studies on adaptable scaffolding with a focus on supporting learning regulation and group awareness to improve learners' success in CSCL environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01