Finding the optimal scaffoldings for learners’ epistemological beliefs during ill-structured problem solving

AbstractThis study investigates how scaffolding type and learners' epistemological beliefs influence ill-structured problem solving. The independent variables in this study include the type of scaffolding (task-supported, self-monitoring) and the student's epistemological belief level (more advanced, less advanced). The dependent variables include three components of problem-solving skill (problem representation, solution development, monitoring and evaluation). The two-way multivariate analysis of variance results reveal that students in the self-monitoring scaffolding group earned higher scores on problem representation and solution development than those in the task-supported scaffolding group. Students with more advanced epistemological beliefs also earned higher scores on solution development and monitoring and evaluation than did those with less advanced epistemological beliefs. In addition, a significant interaction was found between scaffolding type and epistemological belief level. These findings suggest that students can benefit from self-monitoring scaffolding in web-based problem solving and that different types of scaffolding should be provided according to the student's epistemological belief level.Keywords: ill-structured problemscaffoldingepistemological beliefweb-based learning environmentsproblem-solving skills Disclosure statementNo potential conflict of interest was reported by the authors.Notes on contributorsSuhkyung Shin is a Ph.D. Candidate in Instructional Systems Technology, Indiana University, Bloomington, USA.Dr. Hae-Deok Song is a Professor of Education at the Department of Education and the Director of the Center for Teaching and Learning, Chung-Ang University, Seoul, Korea.