Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry

Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry

In this conceptual paper, we propose an heuristic to balance context-specific and generic scaffolding, as well as computer-based and teacher scaffolding, during instruction centered on authentic, scientific problems. This paper is novel in that many researchers ask a dichotomous question of whether...

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Veröffentlicht in:International Association for Development of the Information Society 2013
Hauptverfasser: Belland, Brian R, Gu, Jiangyue, Armbrust, Sara, Cook, Brant
Format: Report
Sprache:eng
Schlagworte:
Active Learning
Computer Assisted Instruction
Heuristics
Inquiry
Logical Thinking
Scaffolding (Teaching Technique)
Science Instruction
Thinking Skills
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Zusammenfassung:In this conceptual paper, we propose an heuristic to balance context-specific and generic scaffolding, as well as computer-based and teacher scaffolding, during instruction centered on authentic, scientific problems. This paper is novel in that many researchers ask a dichotomous question of whether generic or context-specific scaffolding is best, and fail to focus on what processes and cognitions each type of scaffolding excels at supporting. To arrive at the heuristic and construct the framework, we synthesized research on (a) student challenges gaining and using scientific reasoning strategies, and (b) computer-based and teacher scaffolding. [For the full proceedings, see ED562107.]