ERIC Number: EJ1334733
Record Type: Journal
Publication Date: 2022-Apr
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0735-6331
EISSN: N/A
Available Date: N/A
Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers' Knowledge Building
Ouyang, Fan; Chen, Si; Yang, Yuqin; Chen, Yunqing
Journal of Educational Computing Research, v60 n2 p352-379 Apr 2022
Group-level metacognitive scaffolding is critical for productive knowledge building. However, previous research mainly focuses on the individual-level metacognitive scaffoldings in helping learners improve knowledge building, and little effort has been made to develop group-level metacognitive scaffolding (GMS) for knowledge building. This research designed three group-level metacognitive scaffoldings of general, task-oriented, and idea-oriented scaffoldings to facilitate in-service teachers' knowledge building in small groups. A mixed method is used to examine the effects of the GMSs on groups' knowledge building processes, performances, and perceptions. Results indicate a complication of the effects of GMSs on knowledge building. The idea-oriented scaffolding has potential to facilitate question-asking and perspective-proposing inquiry through peer interactions; the general scaffolding does not necessarily lessen teachers' idea-centered explanation and elaboration on the individual level; the task-oriented scaffolding has the worst effect. Pedagogical and research implications are discussed to foster knowledge building with the support of GMSs.
Descriptors: Metacognition, Scaffolding (Teaching Technique), Teaching Methods, Faculty Development, Teacher Attitudes, Task Analysis, Groups, Cooperative Learning, Computer Mediated Communication, Educational Technology, Technological Literacy, Pedagogical Content Knowledge, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
Author Affiliations: N/A