Which Scaffolding is More Effective? A Study of the Effect of Scaffolding on the LearningAchievement and Computational Thinking of Students with Different Levels of Metacognition

Abstract

The purpose of this study was to investigate the ef ects of scaf olding types and metacognitive level onstudents' learning achievement and computational thinking. Eighty-three fourth-grade students in an elementary school in Wenzhou City participated in a six-week experiment and were assigned to Experimental 1 (n = 41) and Experimental 2 (n = 42) classes. Students in Experiment 1 class were intervened with the reflective scaf olding, while studentsinExperiment 2 class were intervened with the supportive scaf olding. The results of the experiment showed that thetypeof scaf olding interacted with the level of metacognition in terms of computational thinking and metacognitivetendencies. For students with low metacognitive levels, supportive scaf olding were more beneficial than reflectivescaf olding in enhancing their computational thinking tendencies and metacognitive tendencies. However, theinteraction between type of scaf olding and individual metacognitive level did not have a significant ef ect onlearningachievement.