Supporting middle school students in a problem-based makerspace: investigating distributed scaffolding

ABSTRACT

This study used an explanatory mixed methods research design to examine the scaffolding strategies of middle school teachers during a design problem-based learning (PBL) unit. Both quantitative and qualitative techniques were used in data collection and analysis, and the findings were integrated for interpretation. Our analysis of classroom observations revealed that teachers relied heavily on soft scaffolding throughout the five days of instruction. In addition, both classroom observations and semi-structured teacher interviews revealed that the teachers’ primary goal for scaffolding was to facilitate students’ cognitive structuring. Qualitative data collected through teacher interviews were used to further explore how the teachers made sense of scaffolding. Suggestions are made for incorporating distributed scaffolding in design PBL makerspaces which tend to be highly complex and place a heavy cognitive load on learners.

KEYWORDS:

• Problem-based learning
• makerspaces
• design problems
• scaffolding
• interdisciplinary

Acknowledgements

This research was supported by a donation from Ellen J. in support of the Wise Practice Video Case Database.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was supported by a donation from Ellen Jay in support of the Wise Practice Video Case Database.

Notes on contributors

Scarlett Winters

Scarlett Winters is a doctoral candidate in Instructional Systems Technology at Indiana University, Bloomington and also Online Engagement Specialist at a higher education association in Bloomington, Indiana. Her research interests are in problem-based and authentic learning environments for diverse learners.

Kimberly Farnsworth

Kimberly Farnsworth is a doctoral student at Indiana University, Bloomington in the Instructional Systems Technology program. She is also Education Coordinator for a National Science Foundation Engineering Research Center at Arizona State University. Her research focuses on scaffolding authentic learning in both K-12 and post-secondary environments.

Douglas Berry

Douglas Berry is a doctoral student in the Instructional Systems Technology Ed.D. program at Indiana University, Bloomington. He is Senior Consultant at Diehl Consulting Group with expertise in program evaluation, strategic planning, and data-driven decision making. His research interest is in defining, predicting, and measuring effective human performance.

Susan Ellard

Susan Ellard is an Ed.D. student at Indiana University, Bloomington in the Instructional Systems Technology program. She is Medical Academy Director and NAF AOHS Lead Teacher at Gold Coast High School in Naples, Florida. Her research interests include problem-based learning and scaffolding authentic learning experiences.

Krista Glazewski

Dr. Krista Glazewski is Associate Professor and Department Chair of Instructional Systems Technology at Indiana University, Bloomington. Her work and interests are centered primarily on scaffolding learning through problem solving.

Thomas Brush

Dr. Thomas Brush is the Barbara B. Jacobs Chair in Education and Technology and a Professor of Instructional Systems Technology within the School of Education at Indiana University, Bloomington. His research interests focus on developing methods and strategies to promote inquiry-oriented learning, particularly with more open-ended instruction.