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Direct linkShin, Suhkyung; Song, Hae-Deok – Interactive Learning Environments, 2016
This study investigates how scaffolding type and learners' epistemological beliefs influence ill-structured problem solving. The independent variables in this study include the type of scaffolding (task-supported, self-monitoring) and the student's epistemological belief level (more advanced, less advanced). The dependent variables include three…
Descriptors: Foreign Countries, Undergraduate Students, Scaffolding (Teaching Technique), Student Attitudes
