The effects of scaffolding metacognitive activities in small groups

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Title:	The effects of scaffolding metacognitive activities in small groups
Author(s):	Molenaar, I. ; Boxtel, C.A.M. van; Sleegers, P.J.C.
Publication year:	2010
Source:	Computers in Human Behavior, vol. 26, iss. 6, (2010), pp. 1727-1738
ISSN:	0747-5632
DOI:	https://doi.org/10.1016/j.chb.2010.06.022
Publication type:	Article / Letter to editor
Please use this identifier to cite or link to this item : http://hdl.handle.net/2066/128148
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Subject:	Learning and Plasticity
Organization:	SW OZ BSI OLO SW OZ BSI OE
Journal title:	Computers in Human Behavior
Volume:	vol. 26
Issue:	iss. 6
Page start:	p. 1727
Page end:	p. 1738
Abstract:	This study examined the effects of scaffolds on triads’ metacognitive activities in complex open learning environments. In an experimental design, two experimental groups receiving scaffolds were compared with a control group. The experimental groups differed in the form of scaffolding messages used: structuring scaffolds vs. problematizing scaffolds. We analyzed the effects of scaffolding and the different forms of scaffolds on the amount of metacognitive activities of triads on the interpersonal plane. The results show that scaffolding has a significant effect on stimulating metacognitive activities; triads receiving scaffolds performed significantly more metacognitive activities on the interpersonal plane. Additionally, scaffolding also has a significant development effect; triads continue to show more metacognitive activities after the scaffolding is ceased. Finally, no significant differences between the two forms of scaffolding were found: triads receiving problematizing scaffolds did not showed more metacognitive activities during or after the scaffolding compared to triads receiving structuring scaffolds.