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

被引：200
作者：
GE Xun
Susan M. Land
机构：
[1] Instructional Psychology and Technology program at The University of Oklahoma,
[2] Instructional Systems program at The Pennsylvania State University,undefined
来源：
Educational Technology Research and Development | 2004年 / 52卷 / 2期
关键词：
Instructional Design; Problem Representation; Metacognitive Knowledge; Metacognitive Skill; Reciprocal Teaching;
D O I：
10.1007/BF02504836
中图分类号：
学科分类号：
摘要：
We present a conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. We first examine the characteristics and processes of ill-structured problem solving, namely, problem representation, generating solutions, making justifications, and monitoring and evaluation. Then, we analyze each of the problem-solving processes with regard to its cognitive and metacognitive requirements, the issues and learning problems that might be encountered by students during each process, and the respective role of question prompts and peer interactions in scaffolding each process. Next, we discuss the role of the teacher in relation to the use of the two scaffolding techniques, and their limitations. Last, we discuss implications for instructional design by suggesting some specific guidelines, and made recommendations for future research.
引用
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页码：5 / 22
页数：17
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