Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has…

The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers' support for students' inquiry science learning is the focus of the work. A literature search using the…

Synthesized the empirical research on the effects of social context (small group versus individual learning) when students learn using computer technology. Analyzed 486 independent findings from 122 studies involving 11,317 learners. On average, small group learning had more positive effects, but findings on both individual achievement and group…