Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions

By Xun Ge, Susan M. Land. 2003

543 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b1533a9bb4bf2cc5c3aea4f13856a6edd1c9da42

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “Metacognitive scaffolds helped students focus attention and monitor learning via thinkaloud protocols (Ge and Land 2003; Ge et al. 2005).”
Productive failure in mathematical problem solving (2010, background): “While there exists a substantive amount of research examining students solving complex problems with the provision of various support structures and scaffolds (e.g., Cho and Jonassen 2002; Ge and Land 2003; Hmelo-Silver 2004), my earlier work on productive failure (Kapur 2006, 2008) examined stude”
A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions (2004, methodology): “In fact, our research ( Ge & Land, 2003 ) found that students who were prompted by questions made increased deliberate efforts to identify and seek relevant information in the problem.”
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016, background): “For example, cognitive outcomes can include increased problem-solving and argumentation abilities and deep content knowledge (Davis & Linn, 2000; Ge & Land, 2003), motivational outcomes of scaffolding can include enhanced self-efficacy and engagement (Alias, 2012; Moos & Azevedo, 2008), and…”
Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning (2011, background): “Scaffolding (Ge & Land, 2003), cognitive tutors (Koedinger & Corbett, 2006), apprenticeship (Collins, Brown, & Newman, 1989), and pedagogical agents (Baylor & Kim, 2005) are often used to support student learning.”
Effects of Active Learning on Enhancing Student Critical Thinking in an Undergraduate General Science Course (2013, methodology): “strategies and tools that are necessary to support knowledge building and the problem-solving process in learner-centered, authentic environments (Kim 2009; Ge and Land 2003).”
ENHANCING STUDENTS’ PROBLEM-SOLVING SKILLS THROUGH CONTEXT-BASED LEARNING (2014, unknown): “There are many PSP models that portray the process from low to high complexity (Dewey, 1910; Ge & Land, 2003; Gick, 1986; McCormick, Murphy & Hennessy, 1994; Mioduser & Kipperman, 2002; Sternberg, 2009).”
Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance (2012, background): “Instruction that provides students with questions to ask themselves during problem-solving has been shown to enhance performance (Ge & Land, 2003).”
Engaging and Supporting Problem Solving in Engineering Ethics (2009, background): “These findings are consistent with previous research that indicates question prompts were effective in facilitating ill-structured problem solving (Ge and Land, 2003; Ge, Chen, and Davis, 2005).”
Group-Metacognitive Support for Online Inquiry in Mathematics with Differential Self-Questioning (2009, background): “Most studies regarding self-questioning (e.g., Ge & Land, 2003; Kauffman, Ge, Xie, & Chen, 2008; King, 1991; Kramarski & Zoltan, 2008; Schoenfeld, 1992) examined this strategy’s effects while directing self-questions throughout the solution process (e.g., “What is the problem?”).”