Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education

Crippen, Kent J.; Archambault, Leanna

doi:10.1080/07380569.2012.658733

Cited by 90 publications

(54 citation statements)

References 29 publications

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“…Alozie et al (2012) suggest that inquiry-based learning could enhance students' adaptability, communication skills, problem-solving skills, selfmanagement skills, as well as skills for systems thinking. Crippen and Archambault (2012) suggest that when inquiry-based learning is supported by technology tools and anchored upon real-world problems, it can help students to develop the critical skills required of a twenty-first century worker. These generally correspond to the socialcultural, productivity, and technological skills competencies identified by Koh et al (2015) as well as the critical thinking, authentic problem-solving, and self-directed learning competencies identified by Chai et al (2015).…”

Section: Inquiry-based Learning and Twenty-first Century Learningmentioning

confidence: 99%

“…While the ratings for ICT as per Table 2 were still fairly high, it nevertheless had the lowest rating among the twenty-first century learning dimensions. Crippen and Archambault (2012) suggested that ICT could be used in ways that scaffold inquiry for STEM education. As students in the study expressed interest in collaborative work, a starting point would be for teachers to explore how some videos of real-world problems they are currently showing as class examples could be restructured into collaborative problem-solving experiences, supported with ICT collaborative tools.…”

Section: Improving the Integrated Science Programmementioning

confidence: 99%

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Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

Thang¹,

Koh²

2017

Learning: Research and Practice

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A secondary school in Singapore incorporated twenty-first century learning into their science curriculum through an inquiry-based Integrated Science module. This study examines Secondary 2 students' perceptions of twenty-first century learning through this module. Through pre-and post-study surveys of 227 students and focus group interviews with nine students, it was found that the Integrated Science module deepened students' confidence with self-directed learning and authentic problem-solving whereas students' confidence with critical thinking positively predicted students' end-of-year results. Through this module, students acquired skills related to time management, information analysis, the use of information communications technologies and presentation that they transferred to the learning of their other academic subjects. The implications for designing twenty-first century learning experiences in schools are discussed. ARTICLE HISTORY

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Section: Inquiry-based Learning and Twenty-first Century Learningmentioning

confidence: 99%

Section: Improving the Integrated Science Programmementioning

confidence: 99%

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

Thang¹,

Koh²

2017

Learning: Research and Practice

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“…So, as researchers turned their attention to how instruction could be centered on problem-solving in formal education, it was important to think about additional ways to provide structure to student learning in 56 3 Context of Use of Computer-Based Scaffolding this context (Palincsar & Brown, 1984;Schmidt, Rotgans, & Yew, 2011). This was often accomplished by pairing scaffolding with formal problem-centered instructional models (e.g., inquiry-based learning and problem-based learning; Crippen & Archambault, 2012;Hmelo-Silver, Duncan, & Chinn, 2007;Kolodner et al, 2003). Such formal, problem-centered instructional models needed to be paired with support for students' reasoning abilities, and instructional scaffolding (one-to-one and, later, computer-based and peer scaffolding) fit such a need nicely.…”

Section: Rationale For This Chaptermentioning

confidence: 99%

“…3.2), scaffolding has grown to be a central instructional strategy used in conjunction with problem-centered instruction in STEM education (Crippen & Archambault, 2012). The problem-centered instructional models used in each of these disciplines often vary.…”

Section: Stem Disciplinementioning

confidence: 99%

“…Examined individually, empirical studies indicate that inquiry-based learning can help students develop inquiry skills, as well as deep content learning (Crippen & Archambault, 2012;Edelson et al, 1999;Marx et al, 2004). Inquiry-based learning can be a good strategy to help students in underperforming districts perform at a higher level, when deployed as part of systematic reform (Marx et al, 2004).…”

Section: Inquiry-based Learningmentioning

confidence: 99%

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Context of Use of Computer-Based Scaffolding

Belland

2016

Instructional Scaffolding in STEM Education

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The contexts in which computer-based scaffolding is used can vary widely. Such variation is by learner population (e.g., grade level and other characteristics such as achievement level and socioeconomic status), subject matter (i.e., science, technology, engineering, and mathematics), and instructional model with which scaffolding is used (e.g., design-based learning and problem-based learning). I describe these variations, and note accompanying variations in effect size estimates. Notably, scaffolding had its strongest impact when students were (a) at the adult level, (b) engaged in project-based learning or problem solving and (c) from traditional learner populations. Rationale for this ChapterTo begin this chapter, it is important to discuss the need for a consideration of the context of use of computer-based scaffolding. After all, in its original definition, scaffolding was provided on a one-to-one basis to toddlers who engaged in unstructured problem-solving (Wood, Bruner, & Ross, 1976). All structure to the problem-solving activity was provided by the scaffolding process itself. This was practical when there was one teacher for each student, but lost its practicality as a single source of support when using scaffolding in formal schooling. After all, when a teacher can work on a one-to-one basis with one student for an unlimited time span, the teacher can continually assess what structure is needed, and provide it. This is hard to beat in terms of effectiveness. But in formal school settings, teachers very rarely have this opportunity. So, as researchers turned their attention to how instruction could be centered on problem-solving in formal education, it was important to think about additional ways to provide structure to student learning in 56 3 Context of Use of Computer-Based Scaffolding this context (Palincsar & Brown, 1984;Schmidt, Rotgans, & Yew, 2011). This was often accomplished by pairing scaffolding with formal problem-centered instructional models (e.g., inquiry-based learning and problem-based learning; Crippen & Archambault, 2012;Hmelo-Silver, Duncan, & Chinn, 2007;Kolodner et al., 2003). Such formal, problem-centered instructional models needed to be paired with support for students' reasoning abilities, and instructional scaffolding (one-to-one and, later, computer-based and peer scaffolding) fit such a need nicely.A natural question is whether the specific problem-centered instructional model with which scaffolding is used influences scaffolding's efficacy. This is an empirical question. It is beyond the scope of this book to investigate variations in the efficacy of one-to-one scaffolding and peer scaffolding based on the specific problem-centered instructional model with which it is used. But I do investigate how the efficacy of computer-based scaffolding varies based on the problem-centered instructional model with which it is used.Deploying scaffolding in formal education environments also entailed an expansion of the age groups with which scaffolding was used. Computer-based...

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Characterizing the most effective scaffolding approaches in engineering and technology education: A clustering approach

Belland

Lee

Zhang

et al. 2022

Comp Applic In Engineering

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This study indicates the most effective combinations of scaffolding features within computer science and technology education settings. It addresses the research question, “What combinations of scaffolding characteristics, contexts of use, and assessment levels lead to medium and large effect sizes among college‐ and graduate‐level engineering and technology learners?” To do so, studies in which scaffolding led to a medium or large effect size within the context of technology and engineering education were identified within a scaffolding meta‐analysis data set. Next, two‐step cluster analysis in SPSS 24 was used to identify distinct groups of scaffolding attributes tailored to learning computer science at the undergraduate and graduate levels. Input variables included different scaffolding characteristics, the context of use, education level, and effect size. There was an eight‐cluster solution: five clusters were associated with large effect size, two with medium effect size, and one with both medium and large effect size. The three most important predictors were the context in which scaffolding was used, if and how scaffolding is customized over time and the decision rules that govern scaffolding change. Notably, highly effective scaffolding clusters are associated with most levels of each predictor.

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Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education

Cited by 90 publications

References 29 publications

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

Context of Use of Computer-Based Scaffolding

Characterizing the most effective scaffolding approaches in engineering and technology education: A clustering approach

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