Structuring productive group work with Marzano's taxonomy: a study of cognitive scaffolding and group learning

Abstract

This study explores the impact of cognitive scaffolding on group learning to establish the effective use of Marzano's taxonomy as both a diagnostic and developmental tool. Using the cognitive levels of processing as defined by Marzano's taxonomy, activities in an introductory chemistry course were revised to embed support in the structure of questions. Data was collected from two cohorts: Cohort 1, which engaged with original activities, and Cohort 2, which used our cognitively scaffolded activities. The ICAP framework provided the theoretical framework for analyzing social processing, knowledge dynamics, and modes of reasoning within the groups. Findings suggest that cognitive scaffolding helped sustain higher cognitive engagement while promoting the use of reasoning during higher-order questions. While social dynamics did not show as pronounced changes, these findings demonstrate the potential of cognitive scaffolding to support student learning. The study additionally highlights the nuanced nature of collaborative learning, with factors such as group composition, course climate, and facilitation methods influencing engagement outcomes.