The Effects of Learner's Metacognition and Scaffolding Types on Problem Solving Process in Web-based PBL

웹기반 PBL에서 학습자의 메타인지와 스캐폴딩 유형이 문제해결과정에 미치는 효과

  • 전희정 (광주여자대학교 교육미디어학과)
  • Published : 2007.02.28


This study examines the effects of learner's metacognition and scaffolding types on problem solving processes by examined 49 undergraduates to identify effective scaffolding type in Web-based PBL. This study classifies problem solving processes as defining the problem, developing solutions, making selections and justifications for the Proposed solution(s), and monitoring the solution. Moreover, it classifies scaffolding types as subject-related scaffolding and process-related scaffolding. As a result, the upper metacognition group showed higher performance only in monitoring solutions than the lower metacognioon group. This study also showed that offered scaffolding effects are not statistically significant. However, the lower metacognition group showed higher performance when subject-related scaffolding was offered and the upper metacognition group showed higher performance when process-related scaffolding was offered in making selections and justifications for the proposed solution(s) and monitoring solution. This study, based on the result of research, can partially verify the effects of learner's metacognition on problem solving processes and interaction effects between scaffolding and metacogniton in Web-based PBL.


Web-based PBL(Problem-Based Learning);Metacognition;Scaffolding


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