A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions

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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).”
Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments (2011, background): “Students participating in PBL units often represent problems based on surface-level details in the initial problem description (Ge and Land 2004; Jonassen 2003).”
Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: a Framework and Research Review (2015, background): “Finally, reflection prompts foster metacognitive processes (Ge and Land 2004).”
Distributed Scaffolding: Scaffolding Students in Classroom Environments (2021, background): “When the predetermined level of support in material scaffolds is insufficient, teachers are uniquely positioned to manage this apparent lack of support (Ge & Land, 2004; McNeill & Krajcik, 2009; McNeill et al., 2006; Saye & Brush, 2002).”