Scaffolding problem-solving and inquiry: From instructional design to a "bridge model"

Zvia Fund

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    1 Scopus citations


    The study examines cognitive support for science learning in a computerized environment. The research was carried out with junior high school students, who used a problem-solving computerized environment in science. For this purpose, four support components were identified - structural, reflection, subjectmatter, and enrichment components. These components were used to construct four computerized cognitive support models based on human teaching. The effects of these support models on achievement, on cognitive and meta-cognitive skills, and on reflective behavior are compared to one another and to a control group. The results led to the construction of a theoretical-functional "Bridge Model". The model elucidates the functions of the structural, reflective and subject-matter components upon the cognitive system, and offers an explanation of the research findings. The study and its main results are presented, as well as a theoretical description of the Bridge Model.

    Original languageEnglish
    Title of host publicationHandbook of Research on New Media Literacy at the K-12 Level
    Subtitle of host publicationIssues and Challenges
    PublisherIGI Global
    Number of pages27
    ISBN (Print)9781605661209
    StatePublished - 2009


    Dive into the research topics of 'Scaffolding problem-solving and inquiry: From instructional design to a "bridge model"'. Together they form a unique fingerprint.

    Cite this