Explore the vast range of titles available.

Simulation-based learning offers a wide range of opportunities to practice complex skills in higher education and to implement different types of scaffolding to facilitate effective learning. This meta-analysis includes 145 empirical studies and investigates the effectiveness of different scaffolding types and technology in simulation-based learning environments to facilitate complex skills. The simulations had a large positive overall effect: g = 0.85, SE = 0.08; CIs [0.69, 1.02]. Technology use and scaffolding had positive effects on learning. Learners with high prior knowledge benefited more from reflection phases; learners with low prior knowledge learned better when supported by examples. Findings were robust across different higher education domains (e.g., medical and teacher education, management). We conclude that (1) simulations are among the most effective means to facilitate learning of complex skills across domains and (2) different scaffolding types can facilitate simulation-based learning during different phases of the development of knowledge and skills. (ZPID).

Over the past decade, there has appeared a surge of research interest in language learners’ academic engagement and psychological well-being as important factors in improving the quality of education. However, research on the roles of English as a foreign language (EFL) teachers’ affective scaffolding in enhancing the academic engagement and psychological well-being of their students is relatively scant. Inspired by this gap, the current study aimed to investigate the impact of Chinese EFL teachers’ affective scaffolding on their learners’ academic engagement and psychological well-being. To this end, a total number of 1968 Chinese EFL learners participated in this questionnaire survey. The results of the study showed that EFL teachers’ affective scaffolding positively and significantly predicted students’ academic engagement and psychological well-being. More specifically, it was found that teachers’ affective scaffolding explained about 73% and 65% of variances in EFL students’ academic engagement and psychological well-being. Moreover, it was found that psychological well-being and academic engagement were positively correlated and predicted 56% of each other’s variances. In accordance with these findings, educators are recommended to build up a harmonious teacher-student relationship to foster students’ psych-emotional development.

Scripting computer-supported collaborative learning has been shown to greatly enhance learning, but is often criticized for hindering learners’ agency and thus undermining learners’ motivation. Beyond that, what makes some CSCL scripts particularly effective for learning is still a conundrum. This meta-analysis synthesizes the results of 53 primary studies that experimentally compared the effect of learning with a CSCL script to unguided collaborative learning on at least one of the variables motivation, domain learning, and collaboration skills. Overall, 5616 learners enrolled in K-12, higher education, or professional development participated in the included studies. The results of a random-effects meta-analysis show that learning with CSCL scripts leads to a non-significant positive effect on motivation (Hedges’ g = 0.13), a small positive effect (Hedges’ g = 0.24) on domain learning and a medium positive effect (Hedges’ g = 0.72) on collaboration skills. Additionally, the meta-analysis shows how scaffolding single particular collaborative activities and scaffolding a combination of collaborative activities affects the effectiveness of CSCL scripts and that synergistic or differentiated scaffolding is hard to achieve. This meta-analysis offers the first counterevidence against the widespread criticism that CSCL scripts have negative motivational effects. Furthermore, the findings can be taken as evidence for the robustness of the positive effects on domain learning and collaboration skills.

Conducted a meta-analysis investigating the beneficial effects of computer-supported collaborative learning (CSCL) scripts on domain-specific knowledge and collaboration skills. A systematic search of ERIC and ISI Web of Sciences yielded 22 relevant articles encompassing a total of 2,825 participants (mean age 20 years). Overall, the results showed that CSCL scripts can facilitate learning outcomes dramatically when they function as socio-cognitive scaffolding. Compared to unstructured CSCL, learning with CSCL scripts lead to a large positive effect on collaboration skills (d = 0.95), and to a small positive effect on domain-specific knowledge (d = 0.20). Furthermore, CSCL scripts were particularly effective for domain-specific learning if they were designed to promote transactive activities between learning partners, or if they were combined with additional content-specific scaffolding like worked examples or concept maps. Future research imperatives include closer examination of learners' internal and the transactivity inherent to learning processes. (ZPID).

This paper traces the origins of the scaffolding construct, placing it in its theoretical-historical context. The paper discusses the connection between Vygotsky’s Zone of Proximal Development ( ZPD ), and the notion of scaffolding, and explicates the differences between scaffolding and scaffolds. The paper then presents a discussion of the changes that the notion of scaffolding has undergone, especially when it comes to supporting students in classroom contexts. In classrooms where one teacher supports multiple students, scaffolding is distributed across various tools and social scaffolds. A discussion of the notion of distributed scaffolding is presented, to describe how students in classrooms may be supported by various tools and social scaffolds. The paper then introduces the kinds of distribution and interactions between tools and social scaffolds that need to be considered to support multiple students in classroom contexts. Finally, distributed scaffolding is discussed with reference to the key features of scaffolding, especially fading and transfer of responsibility.

This study analyzes the abilities of pre-service physics teachers in Indonesia using the Situational Judgment Test (SJT) and Pedagogical Content Knowledge (PCK) approaches. Data were collected from 1,090 respondents (77.1% female, average age 26 years) across three regions (West, Central, East) using PCK competency tests and SJT instruments. The data were analyzed with one-sample t-tests to evaluate mean differences against reference values. Results show that the average pedagogical score was 59.8 (SD = 6.5) and the average SJT score was 8.17 (SD = 0.50). Regional disparities were evident, with the Central region scoring highest in both domains (PCK = 60.1; SJT = 8.19), while the East region scored lowest (PCK = 55.3; SJT = 8.12). These findings reveal that although most pre-service teachers demonstrate adequate situational judgment, nearly 80% showed weaknesses in integrating pedagogical strategies with physics concepts. The study suggests incorporating explicit PCK scaffolding and SJT-based training modules into teacher education curricula to strengthen analytical and pedagogical skills. Such targeted interventions are crucial for ensuring equitable and high-quality physics teacher preparation across Indonesia.

Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has synthesized the results of these studies. This review addresses that need by synthesizing the results of 144 experimental studies (333 outcomes) on the effects of computer-based scaffolding designed to assist the full range of STEM learners (primary through adult education) as they navigated ill-structured, problem-centered curricula. Results of our random effect meta-analysis (a) indicate that computer-based scaffolding showed a consistently positive (ḡ = 0.46) effect on cognitive outcomes across various contexts of use, scaffolding characteristics, and levels of assessment and (b) shed light on many scaffolding debates, including the roles of customization (i.e., fading and adding) and context-specific support. Specifically, scaffolding's influence on cognitive outcomes did not vary on the basis of context-specificity, presence or absence of scaffolding change, and logic by which scaffolding change is implemented. Scaffolding's influence was greatest when measured at the principles level and among adult learners. Still scaffolding's effect was substantial and significantly greater than zero across all age groups and assessment levels. These results suggest that scaffolding is a highly effective intervention across levels of different characteristics and can largely be designed in many different ways while still being highly effective.

Background Inflammation induced by intracerebral hemorrhage (ICH) is one of the main causes of the high mortality and poor prognosis of patients with ICH. A1 astrocytes are closely associated with neuroinflammation and neurotoxicity, whereas A2 astrocytes are neuroprotective. Homer scaffolding protein 1 (Homer1) plays a protective role in ischemic encephalopathy and neurodegenerative diseases. However, the role of Homer1 in ICH-induced inflammation and the effect of Homer1 on the phenotypic conversion of astrocytes remain unknown. Methods Femoral artery autologous blood from C57BL/6 mice was used to create an ICH model. We use the A1 phenotype marker C3 and A2 phenotype marker S100A10 to detect astrocyte conversion after ICH. Homer1 overexpression/knock-down mice were constructed by adeno-associated virus (AAV) infection to explore the role of Homer1 and its mechanism of action after ICH. Finally, Homer1 protein and selumetinib were injected into in situ hemorrhage sites in the brains of Homer1 flox/flox /Nestin-Cre +/− mice to study the efficacy of Homer1 in the treatment of ICH by using a mouse cytokine array to explore the potential mechanism. Results The expression of Homer1 peaked on the third day after ICH and colocalized with astrocytes. Homer1 promotes A1 phenotypic conversion in astrocytes in vivo and in vitro. Overexpression of Homer1 inhibits the activation of MAPK signaling, whereas Homer1 knock-down increases the expression of pathway-related proteins. The Homer1 protein and selumetinib, a non-ATP competitive MEK1/2 inhibitor, improved the outcome in ICH in Homer1 flox/flox /Nestin-Cre +/− mice. The efficacy of Homer1 in the treatment of ICH is associated with reduced expression of the inflammatory factor TNFSF10 and increased expression of the anti-inflammatory factors activin A, persephin, and TWEAK. Conclusions Homer1 plays an important role in inhibiting inflammation after ICH by suppressing the A1 phenotype conversion in astrocytes. In situ injection of Homer1 protein may be a novel and effective method for the treatment of inflammation after ICH.

Collaborative problem-solving (CPS) engages students in solving ill-structured problems, creating group knowledge, and developing self-regulation and collaboration skills. Different scaffoldings, such as minimal-guided, task-oriented, and idea-oriented, can be used to facilitate students’ CPS activities, but their effects have not been comprehensively explored. In this research, we use minimally-guided, task-oriented, and idea-oriented scaffoldings to promote Chinese university students’ online CPS activities and use a multi-method approach to analyze the effects of three scaffolding on collaboration. The results indicate relatively complicated collaborative processes and outcomes supported by three scaffoldings. It is initially shown that the idea-centered scaffolding strengthens students’ connections between idea contribution, metacognitive regulation, and knowledge artifact behaviors, which are critical factors for improving the CPS quality. Based on the empirical research results, we conclude that future instructional design should carefully consider the educational culture, time constraint, and student regulation to better facilitate CPS practices.