Student wonderings: scaffolding student understanding within student-centred inquiry learning

Calder, Nigel

doi:10.1007/s11858-015-0734-z

Cited by 21 publications

(18 citation statements)

References 28 publications

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“…In addition, support and guidance is needed to prevent that ‘students acquire misconceptions or incomplete or disorganized knowledge’ (Kirschner et al, 2006: 84). Some have argued for support and guidance, scaffolding the students, for instance in the form of ‘temporary, responsive support that enables a student to engage with a task that she or he would not otherwise be able to complete’ (Calder, 2015: 1122). In this context, certain features are considered to be of high importance, namely a constant, ongoing diagnosis of the situation and responsiveness to the needs of the group as well as to individual learner’s needs, and the handing over of responsibility (and independence) to the learner throughout the process (Calder, 2015: 1122).…”

Section: Teaching Research Methods In Social Science Programmesmentioning

confidence: 99%

The power of collaboration: Reflections on a collaborative approach to teaching research methods in public administration

Sarter

2019

Teaching Public Administration

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The ability to engage with empirical research in a meaningful way is a vital skill for public administration (PA) students and graduates. Yet, while research methods are essential skills for PA students, it is widely acknowledged that teaching research methods in the context of social science programmes and PA in particular faces challenges. To address these challenges, namely negative perceptions of research methods in combination with misconceptions about the value of methodological knowledge and skills and the resulting lack of engagement, different approaches have been put forth. These comprise stronger links between the course content and research methods as well as the integration of hands-on experiences. This article presents a reflective analysis of a collaborative approach, which integrates hands-on experience while highlighting the value of methodological skills and knowledge for public sector organisations and linking research methods to students’ future careers.

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Section: Teaching Research Methods In Social Science Programmesmentioning

confidence: 99%

The power of collaboration: Reflections on a collaborative approach to teaching research methods in public administration

Sarter

2019

Teaching Public Administration

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“…A distinction is made between hard and soft scaffolds (Brush & Saye, 2002). Hard scaffolds are static ones given beforehand.…”

Section: What Is Scaffolded?mentioning

confidence: 99%

Scaffolding and dialogic teaching in mathematics education: introduction and review

Bakker

Smit

Wegerif

2015

ZDM Mathematics Education

117

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This article has two purposes: firstly to introduce this special issue on scaffolding and dialogic teaching in mathematics education and secondly to review the recent literature on these topics as well as the articles in this special issue. First we define and characterise scaffolding and dialogic teaching and provide a brief historical overview of the scaffolding metaphor. Then we present a review study of the recent scaffolding literature in mathematics education (2010)(2011)(2012)(2013)(2014)(2015) based on 21 publications that fulfilled our criteria and 14 articles in this special issue that have scaffolding as a central focus. This is complemented with a brief review of the recent literature on dialogic teaching. We critically discuss some of the issues emerging from these reviews and provide some recommendations. We argue that scaffolding has the potential to be a useful integrative concept within mathematics education, especially when taking advantage of the insights from the dialogic teaching literature.

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“…Calder's (2015) research supported this notion and suggested that learning in an inquiry environment doesn't unfold in a predetermined way and the learning trajectory isn't always linear. In contrast, traditional classrooms attempt to focus students on the same concepts at the same time.…”

Section: Inquiry-based Learning In Mathematicsmentioning

confidence: 92%

“…In contrast, traditional classrooms attempt to focus students on the same concepts at the same time. Rather than seeing this as a challenge to operating an inquiry learning environment, Calder's (2015) research suggested that student scaffolding was more effective in an inquiry learning environment as the teacher could cater more individually to students at their level of understanding. Goos (2004) recognised that not all students engaged with the inquiry-based learning format in the classroom under inspection and she suggested this may be linked to their beliefs about the nature of mathematics and objection to the inquiry style of learning.…”

Section: Inquiry-based Learning In Mathematicsmentioning

confidence: 99%

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Exploring the impact of inquiry learning on students’ beliefs and attitudes towards mathematics

McGregor¹

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There is increasing concern that student interest in learning mathematics and attitude towards mathematics were declining. This decline is being experienced worldwide and is most evident in the senior years of high school and at university. This study explores the role that inquiry-based learning has in positively influencing and reshaping students' beliefs and attitudes towards mathematics. Ill-structured tasks have proven a valuable tool for initiating inquiry-based learning in mathematics.Students in one senior high school mathematics class worked on an ill-structured task each semester for three consecutive semesters. Each ill-structured task took approximately 7 to 10 hours of learning time and targeted the content for a whole unit of work. Data were collected in a number of ways including surveys and ill-structured tasks both before and after implementation of the study, video recording of classes, audio recordings of post-task interviews with four pairs of students, extracts from students' workbooks, and field notes.Surveys and interview questions used in this study focused on students' beliefs and attitudes towards mathematics. Three students were also identified for case study and their progress was monitored more closely throughout the inquiry lessons. Data from surveys and ill-structured tasks were analysed using descriptive and comparative methods. Video and audio data were analysed by mapping excerpts of relevant data to predefined belief categories.

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Student wonderings: scaffolding student understanding within student-centred inquiry learning

Cited by 21 publications

References 28 publications

The power of collaboration: Reflections on a collaborative approach to teaching research methods in public administration

The power of collaboration: Reflections on a collaborative approach to teaching research methods in public administration

Scaffolding and dialogic teaching in mathematics education: introduction and review

Exploring the impact of inquiry learning on students’ beliefs and attitudes towards mathematics

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