1. Scaffolding students’ knowledge integration: prompts for reflection in KIE Elizabeth A. Davis, University of Michigan, USA, e­mail: edu, and Marcia C. Linn, Graduate School of Education, University of California at Berkeley, USA, e­mail:
Reporter:張謙楣
Report Date:2004/01/05

2. Summary 科學的學習是一種概念統整。
知識統整 ( knowledge integration ) 需要學生自主的將學到的知識與既有的概念做連結。
Autonomous是鷹架式知識整合架構 ( Scaffolded knowledge integration framework ) 的主要目的。
本篇研究所指的scaffolding是prompts，並探討不同類型的prompts對學習者知識統整的影響。

3. Introduction
The process of reflection on ideas motivates students to revisit, test, reformulate the links of ideas.
Knowledge integration involves differentiating, integrating, restructuring ideas.

4. 4 elements of scaffolded knowledge integration instructional framework
"Make thinking visible“
教師和學生說明想法是如何連結的。
Make science accessible
建立科學現象的模式 ( identify models for scientific phenomena)，使學生易於連結概念，並將之應用於相似或相關的問題情境中。
Provide social support
學生可以從同儕身上學到新概念的連結。
Encourage autonomous
學生如果能自主學習，便能夠規律性的檢視自己的概念，並持續進行知識的整合。

5. Promoting knowledge integration with prompts
Two types of prompts :
Activity prompt
Facilitate completion of specific aspects of the activity.
Self-monitoring prompt
Encourage planning and reflection.

6. Relevant research
Prompts that elicit self-explanation leads to improve understanding of text ( Chi et al.,1989; 1994, Webb 1983 ).
Students benefit from contextualized prompts which help them clarify and focus their thinking ( Davis, personal communication ).
Students who were scaffolded in self-monitoring did better in exams and representation of their knowledge ( Lan,1996 ) .

7. Relevant research(Cont.)
Self-monitoring prompts encourage students planning, reflection, and thinking carefully about their own activities.
Prompts can serve two roles in achieving knowledge integration :
Provide the impetus for explanation.
Encourage reflection at a level that students do not generally consider.

8. Method Learning environment Time & objects Prompt delivery
Study designs
Study1
Study2
Study3
Outcome measures and scoring criteria

9. Learning environment Knowledge Integration Environment (KIE)
KIE projects are designed to encourage a deep understanding of science concepts rather than a collection of scientific facts.
KIE projects fall into 3 major categories ：
Critique
培養學習者發展在採取證據和評估討論議題時的判斷能力。
Debate
學習者可以從多元的角度來思考辯論的議題，並有效的利用證據來改善辯論內容。
Design projects
促進學習者藉由科學證據來應用他們的知識。

10. KIE guidance system(Mildred)
Go Back to Method

11. Time & objects
The research designed 3 studies to assess learning from activity and self-monitoring prompts.
The studies took place in different semesters with different students of this eighth grade class.
Go Back to Method

12. Prompt delivery KIE prompts appear in the form of sentence-starters.
Self-monitoring prompts typically fall before and after the activity itself.
Activity prompts compose part of the activity itself.
Go Back to Method

13. Example of Sentence-starters
◎Self-­Monitoring Prompts encourage planning and reflection :
Thinking ahead: To do a good job on this project, we need to . . .
Thinking ahead: To do a good job on our letter, we need to . . .
Checking our understanding: Pieces of evidence or claims in the article we didn’t understand very well included . . .
Checking our understanding: In thinking about how it all fits altogether, we’re con­fused about . . .
◎Activity Prompts facilitate completion of specific aspects of the activity:
The letter says we need to . . .
The major claims made by the article include . . .
Overall, we think the first evidence/claim we critiqued . . .
Claim I should say . . .

14. Study 1
Students did a design project called ‘aliens on tour’, they design houses and clothing for three sets of aliens with different requirements.
Objective : energy conversion
Comparison of self-monitoring prompts and activity prompts.
Activity vs. Activity + Self-monitoring
Go Back to Method

15. Study 2 Extension and replication of study 1
Students did a critique project called ‘all the news’, they read a fabricated news article and write a letter to the imaginary editor with a synthesized critique and guidelines for future.
Activity prompts vs. Self-monitoring prompts vs. beliefs prompts
Go Back to Method

16. Study 3
Study 3 investigated the kinds of reflection self-monitoring prompts elicit as well as the relationships between reflection and success on the project.
The project included
6 ‘think ahead’ prompts
4 ‘checking our understanding’ prompts
1 ‘thinking back’ prompt
Go Back to Method

17. Outcome measure and scoring criteria
We scored overall project success and individual prompt responses.
Studies 1 and 2 emphasized project success.
Study 3 emphasized individual prompt response.
Go Back to Method

18. Results

19. Study 1：comparison of self-monitoring prompts and activity prompts
One group：(activity prompts)
2 activity prompts
The other group：(self-monitoring prompts )
7 self-monitoring prompts
The overall quality of the two groups’ 65 designs for ‘aliens on tour’ was the same.

20. Study 1：comparison of self-monitoring prompts and activity prompts（cont.）
Although the groups who received only activity prompts had more time for their reports, they did not create better designs.
The students in the self-monitoring prompt condition gave fewer purely descriptive explanations and, were significantly more likely to use at least one scientific principle in their designs.

21. Study 2：extension and replication of comparison
In study 2 we equalized the time students spent on responding to prompts in each condition.
Three groups：
activity prompts group (78% completed)
self-monitoring prompts group (32% completed )
Control group (42% completed)

22. Study 2：extension and replication of comparison（cont.）
The self-monitoring prompt groups was more likely to link those principles to other ideas.
Principle Knowledge Integration :
100%
90%
80%
70%
60%
50%
40%
30%
20%
10% 0%
Activity Prompts
Self-Mon. Prompts

23. Study 3：in-depth investigation of prompt response and reflection
In study 3 we investigated the mechanism behind self-monitoring prompts.
All students received 11 self-monitoring prompts, as well as a set of activity prompts.
Students left less than 10% of the self-monitoring prompts unanswered.

24. Study 3：in-depth investigation of prompt response and reflection（cont
To analyze reflection, we look at comments made in response to the prompts.
Comments addressed
Project activities（39%）
Project ideas（21%）
Knowledge（18%）
Actions（12%）
‘No problem’（9%）- No need for reflection
Did not fit in Table 1（less than 2%）

25. Comments address
39%
21%
18%
12% 9%
2%↓
Others

26. Study 3：in-depth investigation of prompt response and reflection（cont
Prompts can improve project success when students elaborate on the ideas in the project that do not fully understand.
Study 3 shows that students who identify confusion benefit more from self-monitoring prompts than those who deny any difficulties.

27. Discussion－Design implications
Prompts can enable knowledge integration when they encourage students to monitor their progress and identify new connections among ideas.
Over 90% of the prompts elicited student responses but, these responses varied.
The form of self-monitoring prompt also influenced responses.

28. Discussion－Learning implications： Activity prompts
Activity prompts help students finish activities but do not necessarily help the students develop an integrated understanding.
They guide the inquiry process and help students to walk through the activities step-by-step.

29. Discussion－Learning implications： Self-monitoring prompts
Self-monitoring prompts encourage students to reflect on their own understanding.
Self-monitoring prompts provide scaffolding to help students think about their goals for and progress on a project.
Self-monitoring prompts help students to engage in the knowledge integration processes like making links and restructuring ideas.

30. Conclusions
Self-monitoring prompts let students make their own thinking visible and explicit, though we see that not all students take advantage of the opportunities given to them.
Self-monitoring prompts succeed in encouraging reflection more than activity prompts.