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.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Suhkyung Shin is a Ph.D. Candidate in Instructional Systems Technology, Indiana University, Bloomington, USA.
Dr. Hae-Deok Song is a Professor of Education at the Department of Education and the Director of the Center for Teaching and Learning, Chung-Ang University, Seoul, Korea.