A Scaffolding Design Framework for Software to Support Science Inquiry

Quintana, Chris; Reiser, Brian J.; Davis, Elizabeth A.; Krajcik, Joseph; Fretz, Eric; Duncan, Ravit Golan; Kyza, Eleni Α.; Edelson, Daniel C.; Soloway, Elliot

doi:10.1207/s15327809jls1303_4

Cited by 754 publications

(553 citation statements)

References 76 publications

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“…In this special issue, a number of scaffolding techniques have been described and/or studied (e.g., observation-based learning, see Van Steendam et al, THIS ISSUE; a-posteriori reflection forms, see Gielen et al, THIS ISSUE). Here as well, a cross-link to research on collaborative learning might be fruitful, as systematic approaches to scaffolding and scripting as well as empirical studies evaluating these forms of support can be found (Kollar, Fischer, & Slotta, 2007;Quintana et al, 2004).…”

Section: Discussionmentioning

confidence: 99%

Peer assessment as collaborative learning: A cognitive perspective

Kollar

Fischer

2010

Learning and Instruction

181

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Peer assessment is an important component of a more participatory culture of learning. The articles collected in this special issue constitute a representative kaleidoscope of current research on peer assessment. In this commentary, we argue that research on peer assessment is currently in a stage of adolescence, grappling with the developmental tasks of identity formation and affiliation. Identity formation may be achieved by efforts towards a shared terminology and joint theory building, whereas affiliation may be reached by a more systematic consideration of research in related fields. To reach identity formation and affiliation, preliminary ideas for a cognitively toned, process-related model of peer assessment and links to related research fields, especially to research on collaborative learning, are presented.

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Section: Discussionmentioning

confidence: 99%

Peer assessment as collaborative learning: A cognitive perspective

Kollar

Fischer

2010

Learning and Instruction

181

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“…This design approach encompasses design strategies of solving a problem by breaking it into parts (Gagné et al, 1992), using ordered task decompositions to provide structure for complex tasks (Quintana et al, 2004), or giving apprentices only parts of a task at a time on which to work (Lave & Wenger, 1991).…”

Section: Design Challenge 3: Applying All the Content In Timementioning

confidence: 99%

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Kanter

2009

Science Education

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Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better support the meaningful understanding of science content. Using existing curriculum design frameworks, we identified the learner's need to "create the demand" for the science content, anticipating how to use it in the performance, and to "apply" the science content, both being necessary to ensure meaningful understanding. Designing the pPBSc I, Bio we discovered how these guiding principles manifested as curriculum design challenges. We generalized from the design of I, Bio and related literature design approaches for addressing each challenge. Finally, we measured the extent to which a pPBSc incorporating these design approaches developed meaningful understanding. 652 middle grades students using I, Bio completed pre-and posttests on the science content behind the I, Bio performance. Our findings provide preliminary evidence that a pPBSc that incorporates these design approaches is consistent with gains in meaningful understanding. We discuss how the results of this work can be used to improve systematic experiments on instructional supports.

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“…As is the case for the digital learning environment investigated in the current study, such tools often contain questions or sentence openers aimed at directing the students' conceptual orientation (de Jong 2006;Quintana et al 2004). Several studies have documented that digital reflection tools serve as productive resources for students' learning processes, enhancing both their conceptual understandings and their inquiry skills (Linn and Eylon 2011).…”

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confidence: 99%

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

Furberg

2016

Intern. J. Comput.-Support. Collab. Learn

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This paper reports on a study of teacher support in a setting where students engaged with computer-supported collaborative learning (CSCL) in science. The empirical basis is an intervention study where secondary school students and their teacher performed a lab experiment in genetics supported by a digital learning environment. The analytical focus is on student-teacher interactions taking place in help-seeking settings during group-based activities where students analysed and reported their findings from the lab experiment. A combination of quantitative methods in the form of frequency counts of students' help requests and detailed micro-analyses of student-teacher interactions are used. The findings are that the majority of challenges faced by students concerned conceptually oriented issues and procedural challenges in the sense of how to practically solve the assignments provided to them in the digital learning environment. Most importantly, the analyses of student-teacher interactions provide insight into the considerable amount of support that is needed from the teacher to bridge the conceptual gap between the lab experiment and the students' understanding of the underlying scientific principles and procedures. The findings are discussed according to possible implications for the design of digital support tools and instruction.

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A Scaffolding Design Framework for Software to Support Science Inquiry

Cited by 754 publications

References 76 publications

Peer assessment as collaborative learning: A cognitive perspective

Peer assessment as collaborative learning: A cognitive perspective

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

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