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Version 1.1 – Updated August 2021

Scaffolding and situated learning

Overview

  • Influence: Scaffolding and situated learning
  • Domain: Teaching Strategies
  • Sub-Domain: Instructional strategies
  • Potential to Accelerate Student Achievement: Potential to accelerate
  • Influence Definition: Situated learning is premised on the assumption that learning takes place in a social context, and that students will learn best if the subject matter is taught in a meaningful, realistic, and contextually rich way that enables students to understand its relationship to what they already know. Advocates of situated learning suggest that it depends upon scaffolding, a common educational practice by which a teacher establishes and then gradually removes outside assistance that enable students to complete educational tasks.

Evidence

  • Number of meta-analyses: 4
  • Number of studies: 192
  • Number of students: 5,326
  • Number of effects: 431
  • Effect size: 0.58

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Educational Technology & Society Belland, Walker, Olsen, & Leary USA A pilot meta-analysis of computer-based scaffolding in STEM education 2015 Scaffolding on achievement 7 0 17 0.53
The Role of Criticism in Understanding Problem Solving Belland, Walker, Kim, & Lefler USA Habitus, scaffolding, and problem-based learning: Why teachers’ experiences as students matter 2016 Scaffolding on STEM outcomes 144 0 333 0.46
Educational Psychological Review Vogel, Wecker, Kollar, & Fischer Germany Socio-cognitive scaffolding with computer-supported collaboration scripts: A meta-analysis 2017 Scaffolding with Computer supported collaboration scripts 22 2,825 45 0.20
Unpublished Thesis Kim The Effect of Situated Learning on Knowledge Transfer of Students with and without Disabilities in Inclusive Classrooms: A Meta-Analysis 2012 Situated learning 19 2,501 36 1.12
TOTAL/AVERAGE 192 5,326 431 0.58

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 3 3 2 3 3
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