Contrary to the fairly established notion in the learning sciences that un-scaffolded processes rarely lead to meaningful learning, this study reports a hidden efficacy of such processes and a method for extracting it. Compared to scaffolded, well-structured problem-solving groups, un-scaffolded, ill-structured problem-solving groups struggled with defining and solving the problems. Their discu...

This paper explores qualitative changes in freshmen’s writing of factorial explanations throughout a genre-based syllabus implemented within year Spanish L1 course offered at Colombian university. The aim was to assess the extent which explicit modelled and scaffolded generic exemplars resulted appropriation features target genre. analysis independently produced instances showed students’ c...

Research has shown that classroom-based reading strategy training does not necessarily result in effective, self-regulated behaviours when students engage with authentic academic their own study contexts. In light of this problem, our examines the effects an instructional scaffold combined teacher feedback, designed to foster students’ self-regulation Over a 5-week period, read five texts and p...

This study examined the effect of scaffolding learning components in a computerized environment, for students solving qualitative science problems in a simulation of laboratory experiments. Four scaffolding components were identified (structural, reflective, subjectmatter and enrichment) and used in different configurations to construct four unique cognitive and meta-cognitive support programs ...

One challenge that many neuroscience instructors face is how to teach students to communicate within the field. The goal of this project was to improve students' scientific writing in an introductory psychology laboratory course that serves as a feeder course into the neuroscience curriculum. This course included a scaffolded approach - breaking assignments into different sections that build up...

Mastering writing has always proved an almost insurmountable barrier to EFL learners. In an attempt to alleviate problems advanced EFL learners have with writing, this study aimed at investigating the effect of scaffolded instruction through writing frames constructed from extended prefabricated lexical bundles. 40 female advanced English students, selected out of a population of 65, were rando...

Dual-T project investigates how ICT can support learning activities involving sharing and reflection about professional experience in order to harmonize school learning with practical experience. In this study we tested the effects of low and high scaffolding on collaborative writing activities on professional procedures. We expected longer, more correct texts to emerge from strongly scaffolded...

Slow reading has long been viewed as a teaching technique that engages students more deeply with course readings. Little systematic research, however, done to understand how this pedagogical strategy works in college classrooms. This study investigated slow techniques promoted deep learning among undergraduate across two disciplines. Utilizing food essays the basis for assignment, courses parti...

Phospholipase Cε (PLCε) is a multifunctional enzyme implicated in cardiovascular, pancreatic, and inflammatory functions. Here we show that conditional deletion of PLCε in mouse cardiac myocytes protects from stress-induced pathological hypertrophy. PLCε small interfering RNA (siRNA) in ventricular myocytes decreases endothelin-1 (ET-1)-dependent elevation of nuclear calcium and activation of n...