caa a22 4500 463209869 CHVBK 20180405153137.0 cr unu---uuuuu 170326e20070101xx s 000 0 eng 10.1007/s11251-006-9002-5 doi (NATIONALLICENCE)springer-10.1007/s11251-006-9002-5 The Impact of Scaffolding and Student Achievement Levels in a Problem-based Learning Environment [Elektronische Daten] [Krista Simons, James Klein] This study examined how scaffolds and student achievement levels influence inquiry and performance in a problem-based learning environment. The scaffolds were embedded within a hypermedia program that placed students at the center of a problem in which they were trying to become the youngest person to fly around the world in a balloon. One-hundred and eleven seventh grade students enrolled in a science and technology course worked in collaborative groups for a duration of 3weeks to complete a project that included designing a balloon and a travel plan. Student groups used one of three problem-based, hypermedia programs: (1) a no scaffolding condition that did not provide access to scaffolds, (2) a scaffolding optional condition that provided access to scaffolds, but gave students the choice of whether or not to use them, and (3) a scaffolding required condition required students to complete all available scaffolds. Results revealed that students in the scaffolding optional and scaffolding required conditions performed significantly better than students in the no scaffolding condition on one of the two components of the group project. Results also showed that student achievement levels were significantly related to individual posttest scores; higher-achieving students scored better on the posttest than lower-achieving students. In addition, analyses of group notebooks confirmed qualitative differences between students in the various conditions. Specifically, those in the scaffolding required condition produced more highly organized project notebooks containing a higher percentage of entries directly relevant to the problem. These findings suggest that scaffolds may enhance inquiry and performance, especially when students are required to access and use them. Springer Science+Business Media, Inc., 2006 problem-based learning (PBL) nationallicence middle school nationallicence scaffolding nationallicence Simons Krista Purdue University, 100 N. University Street, BRNG 3126, West Lafayette, IN, USA aut Klein James College of Education, Arizona State University, P.O.Box 870611, Tempe, USA aut Instructional Science Springer Netherlands 35/1(2007-01-01), 41-72 0020-4277 35:1<41 2007 35 11251 https://doi.org/10.1007/s11251-006-9002-5 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11251-006-9002-5 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Simons Krista Purdue University, 100 N. University Street, BRNG 3126, West Lafayette, IN, USA aut NATIONALLICENCE 700 1- Klein James College of Education, Arizona State University, P.O.Box 870611, Tempe, USA aut NATIONALLICENCE 773 0- Instructional Science Springer Netherlands 35/1(2007-01-01), 41-72 0020-4277 35:1<41 2007 35 11251 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer