The effects of scaffolded computerized science problem‐solving on achievement outcomes: a comparative study of support programs

Abstract

Abstract This study examined the effect of scaffolding learning components in a computerized environment, for students solving qualitative science problems in a simulation of laboratory experiments. Four scaffolding components were identified (structural, reflective, subject‐matter and enrichment) and used in different configurations to construct four unique cognitive and meta‐cognitive support programs based on human teaching. These ranged from low (Enrichment) to full support (Integrated). We compared the scaffolded groups with one another and with a non‐scaffolded control group. A ‘mathematics and reading comprehension’ questionnaire was used to divide the participants ( n = 473) into ability levels. At different points of time, achievement outcomes were measured by three open‐ended subject‐matter questionnaires, tapping knowledge and understanding. The findings indicate differential effects of the support programs mostly in the following order: Integrated > Strategic > Operative > Enrichment > Control. The structural component seems to be a sine qua non for success and has a consistent and powerful influence. The combination of reflection and structural components, however, are needed for superior achievement. Both reflection and subject‐matter components work cumulatively over time.