Using metacognitive scaffolding to develop problem solving skills in k-12 computer-based learning environments

Daniell DiFrancesca, John L. Nietfeld

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations


While highly desirable in work environments, problem-solving skills are often underdeveloped, largely due to the lack of instructional opportunities in school curriculums to develop such skills. Current educational standards now emphasize problem-solving skills, however educators have been provided with little information and few tools to develop these skills within meaningful problem-based learning contexts. Computer-based learning environments (CBLEs) hold great promise for developing problem-solving skills given their ability to provide metacognitive scaffolds to assist in the problem-solving process. Metacognitive scaffolding prompts provided over time can aid learners in building both problem solving skills as well as conditional knowledge for future problem solving. Scaffolding can then be faded to encourage the continued independent use of strategies and potentially increase the likelihood of transferring these skills to future problem-solving experiences. Further, CBLEs can be tailored to individual learners ensuring each learner receives appropriate instruction and fading based on their own skills levels. The purpose of this chapter is to overview the current understanding of approaches to teaching problem-solving within CBLEs for upper elementary school students and also to provide suggestions for advancing the research forward.

Original languageEnglish (US)
Title of host publicationFactors Affecting Academic Performance
PublisherNova Science Publishers, Inc.
Number of pages19
ISBN (Electronic)9781536108651
ISBN (Print)9781536108538
StatePublished - Jan 1 2017

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)


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