Finding the optimal scaffoldings for learners’ epistemological beliefs during ill-structured problem solving

References

• von Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. (2008). Arguing to learn and learning to argue: Case studies of how students’ argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45(1), 101–131. doi: 10.1002/tea.20213
   Web of Science ®Google Scholar
• Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344–370. doi: 10.1016/j.cedpsych.2003.09.002
   Web of Science ®Google Scholar
• Belland, B. R. (2010). Portraits of middle school students constructing evidence-based arguments during problem-based learning: The impact of computer-based scaffolds. Educational Technology Research and Development, 58(3), 285–309. doi: 10.1007/s11423-009-9139-4
   Web of Science ®Google Scholar
• Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2008). A scaffolding framework to support the construction of evidence-based arguments among middle school students. Educational Technology Research and Development, 56(4), 401–422. doi: 10.1007/s11423-007-9074-1
   Web of Science ®Google Scholar
• Bendixen, L. D., Schraw, G., & Dunkle, M. E. (1998). Epistemic beliefs and moral reasoning. The Journal of Psychology, 132, 187–200. doi: 10.1080/00223989809599158
   Web of Science ®Google Scholar
• Braten, I., Stromso, H. I., & Samuelstruen, M. S. (2005). The relationship between internet-specific epistemological beliefs and learning within Internet technologies. Journal of Educational Computing Research, 33, 141–171. doi: 10.2190/E763-X0LN-6NMF-CB86
   Google Scholar
• Bromme, R., Pieschl, S., & Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: A functional theory about epistemological beliefs and metacognition. Metacognition and Learning, 5, 7–26. doi: 10.1007/s11409-009-9053-5
   Web of Science ®Google Scholar
• Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. doi: 10.3102/0013189X018001032
   Google Scholar
• Chi, M. T. H., & Glaser, R. (1985). Problem solving ability. In R. J. Sternberg (Ed.), Human abilities: An information processing approach (pp. 227–250). New York, NY: W. H. Freeman and Company.
   Google Scholar
• Cho, K. L., & Jonassen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50(3), 5–22. doi: 10.1007/BF02505022
   Web of Science ®Google Scholar
• Choi, I., & Lee, K. (2009). Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: Classroom management problems for prospective teachers. Educational Technology Research and Development, 57(1), 99–129. doi: 10.1007/s11423-008-9089-2
   Web of Science ®Google Scholar
• Davis, E. A. (2003). Prompting middle school science students for productive refection: Generic and directed prompts. The Journal of the Learning Sciences, 12(1), 91–142. doi: 10.1207/S15327809JLS1201_4
   Web of Science ®Google Scholar
• Davis, E. A., & Linn, M. C. (2000). Scaffolding students’ knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22, 819–837. doi: 10.1080/095006900412293
   Web of Science ®Google Scholar
• Demetriadis, S. N., Papadopoulos, P. M., Stamelos, J. G., & Fischer, F. (2008). The effect of scaffolding students: Context-generating cognitive activity in technology-enhanced case-based learning. Computers & Education, 51(2), 939–954. doi: 10.1016/j.compedu.2007.09.012
   Web of Science ®Google Scholar
• Ge, X. (2001). Scaffolding students’ problem-solving processes on an ill-structured task using question prompts and peer interactions (Unpublished doctoral dissertation). Pennsylvania: Pennsylvania State University.
   Google Scholar
• Ge, X., & Land, S. M. (2003). Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21–38. doi: 10.1007/BF02504515
   Web of Science ®Google Scholar
• Ge, X., & Land, S. M. (2004). A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions. Educational Technology Research and Development, 52(2), 5–22. doi: 10.1007/BF02504836
   Web of Science ®Google Scholar
• Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C. Reigeluth (Ed.), Instructional design theories and models, Vol. 2: A new paradigm of instructional theory (pp. 118–140). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39(1), 43–55. doi:10.1207/s15326985ep3901_5
   Web of Science ®Google Scholar
• Jackson, S. L., Krajcik, J., & Soloway, E. (1998). The design of guided learner-adaptable scaffolding in interactive learning environments. Paper presented at the proceedings of the SIGCHI conference on Human factors in computing systems, Los Angeles, CA, USA.
   Google Scholar
• Jehng, J. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students’ epistemological beliefs about learning. Contemporary Educational Psychology, 18(1), 23–35. doi:10.1006/ceps.1993.1004
   Web of Science ®Google Scholar
• Jonassen, D. H. (1997). Instructional design models for well-structured and III-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65–94. doi: 10.1007/BF02299613
   Web of Science ®Google Scholar
• Jonassen, D. H. (2003). Using cognitive tools to represent problems. Journal of Research on Technology in Education, 35(3), 362–381. doi: 10.1080/15391523.2003.10782391
   Google Scholar
• Kim, M. C., & Hannafin, M. (2011). Scaffolding 6th graders’ problem solving in technology-enhanced science classrooms: A qualitative case study. Instructional Science, 39, 255–282. doi: 10.1007/s11251-010-9127-4
   Web of Science ®Google Scholar
• King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31(2), 338–368. doi: 10.3102/00028312031002338
   Web of Science ®Google Scholar
• Kitchner, K. S. (1983). Cognition, metacognition, and epistemic cognition: A three-level model of cognitive processing. Human Development, 26(4), 222–232. doi: 10.1159/000272885
   Web of Science ®Google Scholar
• Larkin, J. H. (1985). The role of problem representation and skill in physics. In S. F. Chipman., J. W. Segal, & R. Glaser (Eds.), Research and open questions (Vol. 2, pp. 141–160). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Linn, M. C., Clark, D., & Slotta, J. D. (2003). WISE design for knowledge integration. Science Education, 87(4), 517–538. doi: 10.1002/sce.10086
   Web of Science ®Google Scholar
• Oh, S., & Jonassen, D. H. (2007). Scaffolding online argumentation during problem solving. Journal of Computer Assisted Learning, 23(2), 95–110. doi:10.1111/j.1365-2729.2006.00206.x
   Web of Science ®Google Scholar
• Pedaste, M., & Sarapuu, T. (2006). The factors influencing the outcome of solving story problems in a web-based learning environment. Interactive Learning Environments, 14(2), 153–176. doi: 10.1080/10494820600800463
   Web of Science ®Google Scholar
• Pedersen, S., & Liu, M. (2003). Teachers’ beliefs about issues in the implementation of a student-centered learning environment. Educational Technology Research and Development, 51(2), 57–76. doi: 10.1007/BF02504526
   Web of Science ®Google Scholar
• Pressley, M., & McCormick, C. B. (1987). Advanced educational psychology for educators, researchers, and policy makers. New York, NY: Harper-Collins.
   Google Scholar
• Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3), 273–304. doi: 10.1207/s15327809jls1303_2
   Web of Science ®Google Scholar
• Saye, J., & Brush, T. (2002). Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments. Educational Technology Research and Development, 50(3), 77–96. doi: 10.1007/BF02505026
   Web of Science ®Google Scholar
• Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406–411. doi: 10.1037/0022-0663.85.3.406
   Web of Science ®Google Scholar
• Schommer, M., & Dunell, O. K. (1997). Epistemological beliefs of gifted high school students. Roeper Review, 19, 153–156. doi: 10.1080/02783199709553812
   Google Scholar
• Schommer, M., & Hutter, R. (2002). Epistemological beliefs and thinking about everyday controversial issues. The Journal of Psychology, 136(1), 5–20. doi: 10.1080/00223980209604134
   PubMed Web of Science ®Google Scholar
• Schommer, M., & Walker, K. (1997). Epistemological beliefs and valuing school: Considerations for college admissions and retention. Research in Higher Education, 38, 173–186. doi: 10.1023/A:1024929619223
   Web of Science ®Google Scholar
• Schommer-Akins, M., Dunell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical problem-solving beliefs, and academic performance of middle school students. The Elementary School Journal, 105, 289–304. doi: 10.1086/428745
   Web of Science ®Google Scholar
• Sharma, P., & Hannafin, M. J. (2007). Scaffolding in technology-enhanced learning environments. Interactive Learning Environments, 15(1), 27–46. doi: 10.1080/10494820600996972
   Web of Science ®Google Scholar
• Simons, K. D., & Klein, J. D. (2006). The impact of scaffolding and student achievement levels in a problem-based learning environment. Instructional Science, 35, 41–72. doi: 10.1007/s11251-006-9002-5
   Web of Science ®Google Scholar
• Song, H., & Grabowski, B. (2006). Stimulating intrinsic motivation for problem solving using goal-oriented contexts and peer group composition. Educational Technology Research and Development, 54(5), 445–466. doi: 10.1007/s11423-006-0128-6
   Web of Science ®Google Scholar
• Songer, N. B., & Linn, M. C. (1991). How do students’ views of science influence knowledge integration? Journal of Research in Science Teaching, 28, 761–784. doi: 10.1002/tea.3660280905
   Web of Science ®Google Scholar
• Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In V. Patel (Ed.), Proceedings of the 10th annual conference of the cognitive science society. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. Journal of the Learning Sciences, 13(3), 305–335. doi: 10.1207/s15327809jls1303_3
   Web of Science ®Google Scholar
• Voss, J. F. (1988). Learning and transfer in subject-matter learning: A problem-solving model. International Journal of Educational Research, 11, 607–622. doi: 10.1016/0883-0355(87)90005-X
   Google Scholar
• Weinstock, M. P., & Cronin, M. A. (2003). The everyday production of knowledge: Individual differences in epistemological understanding and juror-reasoning skill. Applied Cognitive Psychology, 17, 161–181. doi:10.1002/acp.860
   Web of Science ®Google Scholar
• Windschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructive instruction and student epistemological beliefs. Journal of Research in Science Teaching, 35(2), 145–160. doi:10.1002/(SICI)1098-2736(199802)35:2<145::AID-TEA5>3.0.CO;2-S
   Web of Science ®Google Scholar
• Wood, P. K. (1983). Inquiring systems and problem structures: Implications for cognitive development. Human Development, 26, 249–265. doi: 10.1159/000272887
   Web of Science ®Google Scholar
• Yu, F.-Y., Tsai, H.-C., & Wu, H.-L. (2013). Effects of online procedural scaffolds and the timing of scaffolding provision on elementary Taiwanese students’ question-generation in a science class. Australasian Journal of Educational Technology, 29(3), 416–433. doi: 10.14742/ajet.197
   Web of Science ®Google Scholar