Using an Information Problem-Solving Model as a Metacognitive Scaffold for Multimedia-Supported Information-Based Problems

Abstract The purpose of this study was to determine the effect of a specific problem-solving model on achievement and attitudes when students solve an information-based problem. Thirty-five eighth-grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving (EBIPS) model, while the other followed a standard set of guidelines for writing newspaper articles. Both groups of students used a multimedia database of information dealing with the African-American Civil Rights Movement for the activity. Achievement and attitudinal data were collected at the end of the treatment period, and observational data were collected throughout the treatment period. Results suggested that students who were supported by the EBIPS model created articles that were more accurate, utilized a wider variety of information resources, and contained richer details than students who did not have this support.

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