Scaffolding students' knowledge integration: prompts for reflection in KIE

By Elizabeth A. Davis. 2000

550 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4a9c0956917a69019911543a9acffc91492d1ee0

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Understanding the Dialectical Relations Between Everyday Concepts and Scientific Concepts Within Play-Based Programs (2009, background): “Other science education studies have drawn upon contemporary aspects of cultural–historical theory, such as scaffolding (see Bouillion and Gomez 2001; Clark and Sampson 2007; Davis and Linn 2000; Reigosa and Jimenez-Aleixandre 2007; Rigano et al. 2002), communities of practice (see Eick and Dias 200”
Handbook of Research on Learning and Instruction (2011, background): “Instead, movements emerge from the constraints and affordances naturally occurring in the environment.”
Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding (2015, background): “…for students when working on it, drawing attention to essential elements of the curricular content by prompting students to compare and contrast ideas and by using empirical evidence, model ideas, strategies or concepts, and supporting students’ scientific argumentation (e.g., Davis & Linn, 2000).”
Scaffolding in technology-enhanced learning environments (2007, background): “Similarly, Davis and Linn (2000) used metacognitive prompts to help students reﬂect: The same prompt generated detailed discussions from some students but superﬁcial responses from others.”
Is it Merely a Question of “What” to Prompt or Also “When” to Prompt? (2009, background): “As for the support of self-regulated learning, we could replicate the finding that prompts are a good means for supporting learning outcome in self-regulated learning in interactive learning environments (Atkinson, Merrill, & Renkl, 2003; Azevedo et al., 2004; Davis, 2003; Davis & Linn, 2000; Lin ”
Engaging and Supporting Problem Solving in Engineering Ethics (2009, background): “Various studies have shown that questions can elicit metacognition in Web-based learning environments (Davis and Linn, 2000) and can foster ill-structured problem solving processes (Ge and Land, 2003, 2004).”
Scaffolding science teachers in open-inquiry teaching (2009, background): “The broad idea of scaffolding is addressed extensively in the literature (Davis & Linn, 2000; Fellows, 1994; Mercer & Fisher, 1992).”
Prompting Middle School Science Students for Productive Reflection: Generic and Directed Prompts (2003, methodology): “The activity prompts from the pilot work (Davis & Linn, 2000) and in this study, on the other hand, are quite directed; they are much more specific than either the directed or generic reflection prompts.”
Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online (2009, background): “…J. M., Academic moti and graduate students learning online, Internet and Higher Education (2 helping students self-monitor their understanding (Davis & Linn, 2000); clear and detailed syllabi and assignment instructions; and more intermediate assignment deadlines to facilitate task completion…”
Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning. (2013, unknown): “Davis (2000) has described two types of reflection prompts (activity prompts and self-monitoring prompts) that may be beneficial in encouraging autonomy and providing an explicit place for reflection at multiple points in a project.”
A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “Davis and Linn (2000) scaffolded eighth graders’ completion of specific science problem-solving activities, such as analyzing and critiquing claims.”
Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions (2003, background): “Recently, researchers have integrated prompts into computer-based instruction to facilitate metacognition ( Davis & Linn, 2000; Hannafin, Land, & Oliver, 1999; Lin & Lehman, 1999).”
Making authentic science accessible to students (2003, background): “Studies demonstrate that these various kinds of scaffolding mechanisms improve students’ conceptual understanding (White and Frederiksen 1998), reading comprehension (Palincsar and Brown 1984), and knowledge integration (Davis and Linn 2000).”