The Influence Of Scaffolding Strategy On The Ill-structured Problem Solving In Physics Of Senior School Students

Ill-structured problem is most closely with studying and living, and the study of problem solving on ill-structured problem is a new direction. The ill-structured problem of Physics is commonly existed in real life, and the study of the ill-structured problem solving on Physics of middle school students would improve the ability of the problem solving on physics, which is significant in reality. This paper explores the effects of the different scaffolding strategies on individual and cooperative learning by introducing scaffolding strategies, and explores the effective ways to solve ill-structured problems of physical. In this study, we selected 256 students as subjects from grade one and grade two in a junior high school in Luohe. Group experiment with individual learning and cooperative learning are two learning styles. In the first study, we discussed the effects of prompting on the ill-structured problem solving in physics of middle school students. In the second study, we discussed the effects of peer interaction on the ill-structured problem solving in physics of middle school students. Based on previous studies, this paper explores the differences of the ill -structured problem solving in physics of middle school students by different scaffolding strategies, and an in-depth analyses were made on the ill-structured problem solving in physics of middle school students to problem representation, problem solution, making justifications, monitoring and evaluation.The results showed that:1. The different questions prompt have different effects on the problem representation of ill-structured problem solving in physics. The problem representation was more fully and entirely in scaffolding metacognition.2. The different questions prompt have different effects on the problem solution of ill-structured problem solving in physics. The students who accepted the prompt of metacognition proposed more solutions which have higher quality.3. The significant effects on the ill-structured Problem Solving in physics of middle school were caused by scaffolding and the styles of presentation. The students with presented prompted questions and presented by graph-text have higher scores on the four dimensions of the ill-structured Problem Solving in physics.4. The effects of peer interaction strategy and the style of presentation is different on the total scores of the middle school students. In the graph-text presentation, the students of the peer interaction strategy under guidance are wonderful, and there is the highest total score on the ill-structured Problem Solving in physics of middle school.