Date of Award:
12-2022
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Instructional Technology and Learning Sciences
Committee Chair(s)
Andrew E. Walker
Committee
Andrew E. Walker
Committee
Steven P. Camicia
Committee
Jody Clarke-Midura
Committee
Karl White
Committee
Hillary Swanson
Abstract
Much like Post-Sputnik 1950s era there is a lot of interest in making sure that United States does not fall behind in Science, Technology, Engineering, and Mathematics (STEM) education. STEM learners are often presented with complex problems to solve both as part of their education and their work. Engineering education suffers from student dropout often due to how difficult it is to support students through solving problems. This dissertation is a close look at computer-based scaffolding, a method of supporting learners during problem solving through computer software. The first paper in this dissertation examines and resolves some of the debate about key terms in scaffolding. The second paper looks across all of the collegiate engineering education research to date and measures the unique and combined contributions of scaffolding forms on learning using a technique called meta-analysis.
Checksum
adc512671c1714e22fdf6bd2f4ae6861
Recommended Citation
Lefler, Mason Reed, "Estimating the Effects of Forms of Computer-Based Scaffolding in Problem-Centered STEM Instruction" (2022). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 8684.
https://digitalcommons.usu.edu/etd/8684
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