Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence
Synopsis
This chapter describes the call for the use of problem-centered instructional approaches in science, technology, engineering, and mathematics (STEM) education. I note the rationale for this book—specifically that it allows me space to explain the theoretical background of scaffolding and to explore the theoretical implications of a meta-analysis of computer-based scaffolding in STEM education that I completed with colleagues. I also posit instructional scaffolding as an intervention that extends students' capabilities as they engage with the central problem in problem-centered instructional approaches. I note the difference between one-to-one, peer, and computer-based scaffolding, and articulate that in this book I synthesize research on computer-based scaffolding in STEM education. Finally, I outline the structure of the book.
