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Scaffolding Problem-Solving and Inquiry: From Instructional Design to a “Bridge Model”

Scaffolding Problem-Solving and Inquiry: From Instructional Design to a “Bridge Model”

Zvia Fund
Copyright: © 2009 |Pages: 27
ISBN13: 9781605661209|ISBN10: 1605661201|EISBN13: 9781605661216
DOI: 10.4018/978-1-60566-120-9.ch014
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MLA

Fund, Zvia. "Scaffolding Problem-Solving and Inquiry: From Instructional Design to a “Bridge Model”." Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, edited by Leo Tan Wee Hin and R. Subramaniam, IGI Global, 2009, pp. 216-242. https://doi.org/10.4018/978-1-60566-120-9.ch014

APA

Fund, Z. (2009). Scaffolding Problem-Solving and Inquiry: From Instructional Design to a “Bridge Model”. In L. Tan Wee Hin & R. Subramaniam (Eds.), Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges (pp. 216-242). IGI Global. https://doi.org/10.4018/978-1-60566-120-9.ch014

Chicago

Fund, Zvia. "Scaffolding Problem-Solving and Inquiry: From Instructional Design to a “Bridge Model”." In Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, edited by Leo Tan Wee Hin and R. Subramaniam, 216-242. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-120-9.ch014

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Abstract

The study examines cognitive support for science learning in a computerized environment. The research was carried out with junior high school students, who used a problem-solving computerized environment in science. For this purpose, four support components were identified - structural, reflection, subjectmatter, and enrichment components. These components were used to construct four computerized cognitive support models based on human teaching. The effects of these support models on achievement, on cognitive and meta-cognitive skills, and on reflective behavior are compared to one another and to a control group. The results led to the construction of a theoretical-functional “Bridge Model”. The model elucidates the functions of the structural, reflective and subject-matter components upon the cognitive system, and offers an explanation of the research findings. The study and its main results are presented, as well as a theoretical description of the Bridge Model.

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