Different forms of scaffolding, different learning outcomes

The study examined the effects of dynamic scaffolding of metacognition on learning outcomes of students in primary schools. In an experimental study two experimental groups and one control group were compared. The experimental groups differed in the form of scaffolding used; structuring scaffolds vs. problematizing scaffolds. We analyzed the effects of dynamic scaffolding and of different forms of scaffolding on learning outcomes. The results showed a small effect of scaffolding on the group performance, no effects on declarative knowledge and a significant effect on procedural knowledge. With respect to the effects of different forms of scaffolding, we found significant effects on group performance, the procedural knowledge acquired and on transfer of knowledge.