The Comparative Effects of ‘What if/what if not’ and ‘Main Ideas’ Scaffolding for Online Student Question-generation on Science Learning

Abstract

This study examined the effects of two scaffolding types with different levels of structures for student question-generation (SQG) on science learning. Specifically, the comparative effects of the structured ‘what-if/what-if-not’ scaffolding type and the semistructured ‘main ideas’ scaffolding type on science academic achievement and SQG task performance were investigated by a non-equivalent quasi-experimental research method. Students from two sixth-grade classes (n = 56) participated and engaged in a weekly online SQG activity to support science learning for five weeks. An online system was adopted to support the integrated online SQG learning activity. Data analyzed by the multivariate analysis of covariance and analysis of covariance found that the participants in the ‘what-if/what-if-not’ scaffolding group performed significantly better than those in the ‘main ideas’ scaffolding group only in the flexibility dimension of student-generated questions. No significant differences were found between the two experimental groups in academic achievement and the other dimensions of student-generated questions task performance (including fluency, originality, and elaboration).