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dc.contributor.authorBelland, Brian R.en_US
dc.date.accessioned2017-08-13T08:35:10Z
dc.date.available2017-08-13T08:35:10Z
dc.date.issued2017en_US
dc.identifier.isbn978-3-319-02564-3; 978-3-319-02565-0en_US
dc.identifier.otherHPU1160480en_US
dc.identifier.urihttps://lib.hpu.edu.vn/handle/123456789/26404
dc.description.abstractThis book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes. It includes detailed descriptions of the theoretical foundations of scaffolding, scaffolding strategies that have been proposed to meet different intended learning outcomes in STEM, and associated efficacy information. Furthermore, the book describes assessment strategies and study designs which can be used to evaluate the influence of scaffolding, and suggests new fields in which scaffolding strategies that have proven efficacious may be used.en_US
dc.format.extent150 p.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.publisherSpringer International Publishingen_US
dc.subjectStem education; Science education; Mathematics education; STEMen_US
dc.titleInstructional Scaffolding in STEM Education: Strategies and Efficacy Evidenceen_US
dc.typeBooken_US
dc.size2,184 KBen_US
dc.departmentEducation Methodologyen_US


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