Jerf W K Yeung, Lily L L Xia
Family and Individual Contexts of Middle-School Years and Educational Achievement of Youths in Middle-Aged Adulthood
International journal of environmental research and public health
encouraging students autonomous important goal scaffolded knowledge integration framework knowledge integration requires students expand repertoire ideas unless ideas reflected upon cannot linked reconciled current ideas students capable kind reflection many need scaffolding scaffolding form reflection prompts help students autonomous integrators knowledge research investigated learning design questions determined whether reflection prompts promote knowledge integration students working science projects investigated effects students different dispositions reflection explored characteristics prompts best support students knowledge integration learning results indicate prompting students reflect significantly increases knowledge integration science projects yet similar prompts elicit qualitatively diverse responses students students focus ideas perform significantly better end product students focus actions activities furthermore students indicate understand everything perform significantly worse final project students design results show selfmonitoring prompts encourage planning reflection activities help students demonstrate integrated understanding relevant science activity prompts guide inquiry process less successful prompting knowledge integration