Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials

McNeill, Katherine L.; Lizotte, David J.; Krajcik, Joseph; Marx, Ronald W.

doi:10.1207/s15327809jls1502_1

Cited by 606 publications

(601 citation statements)

References 54 publications

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“…Fading is not restricted to one specific pedagogy and has been studied, for example, with regard to collaborative learning (Bouyias and Demetriadis 2012;Tsovaltzi et al 2012;Fischer 2011), inquiry learning (McNeill et al 2006), learning for conceptual change (Biemans and Simons 1996), and worked examples (Renkl and Atkinson 2003;Van Gog and Rummel 2010). Although scientific evidence demonstrates effectiveness of fading for learning in some studies (e.g., Renkl et al 2004;Tsovaltzi et al 2010), results that are mixed (e.g., Leutner 2000;McNeill et al 2006) and even disappointing (e.g., Bouyias and Demetriadis 2012;Wecker et al 2010) are reported as well. In the following section, we explain these inconclusive results for various fading instructional scaffolds in CABLe situations.…”

Section: Adaptive Fading Of the External Supportmentioning

confidence: 99%

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

et al. 2017

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Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no knowledge, of whether such argument scaffolds can help students acquire argumentation competence that can be transferred by the students themselves to various similar learning tasks (i.e., second-order argument scaffolding). Therefore, this conceptual article argues that the focus of argument scaffold design and research should be expanded: from the study of first-order scaffolding alone to including the study of second-order scaffolding as well. On the basis of the Script Theory of Guidance (SToG), this paper presents a guideline for second-order argument scaffolding using diagnosis of the student's internal argumentative script and offering adaptive external support and various fading mechanisms. It also explains how to complement adaptive fading support with peer assessment, automatic response tools, and adaptable self-assessment to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations.

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Section: Adaptive Fading Of the External Supportmentioning

confidence: 99%

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

et al. 2017

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“…Supporting students in explanation construction seems to be challenging for beginning elementary teachers, yet without this step, inquiry-oriented science has no substance. By constructing scientific explanations, we mean that children gather data (e.g., measurements, observations), organize and analyze data, and develop and support a claim using those data as evidence (McNeill, Lizotte, Krajcik, & Marx, 2006). Zembal-Saul (2009, this issue) explores scientific argumentation, a related scientific practice.…”

Section: The Inquiry Goalmentioning

confidence: 99%

Beginning teachers moving toward effective elementary science teaching

Davis

Smithey

2009

Science Education

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ABSTRACT:We use a 10-year program of research centered on iterations of one elementary science methods course as a vehicle for exploring three important and interrelated goals for the learning of beginning elementary teachers. These include learning about inquiryoriented science teaching, using science curriculum materials effectively, and anticipating and working with students' ideas in instruction. For each goal we discuss how the literature informs our thinking, describe relevant aspects of our design of the course, and present findings of our research with regard to preservice teachers' experiences in and learning from aspects of the course. For each goal, we also highlight examples from our longitudinal work following the preservice teachers into their early years as elementary teachers, to provide a glimpse of teachers' trajectories related to each of the themes. We close with a discussion of implications for research and practice in elementary science teacher education.

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“…Persuasive passion can manifest itself in an educational context in terms of both a teacher's passion for teaching (Carbonneau et al 2008) and a student's desire to share his/her learning or knowledge with other students in their class and/or their teacher. Indeed, it has been suggested (McNeill et al 2006;Osborne et al 2004) that this form of persuasive passion is a form of argumentation and scientific explanation. In this sense, we would suggest that a lesson needs to be an interplay between the heuristic and persuasive passions, of both students and their teacher, in order to maximize the effectiveness of any learning-including unintended learning.…”

Section: Intellectual Passion: Heuristic and Persuasivementioning

confidence: 99%

Unintended Learning in Primary School Practical Science Lessons from Polanyi’s Perspective of Intellectual Passion

2015

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This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term 'unintended' learning to distinguish it from 'intended' learning that appears in teachers' learning objectives. Data were collected using video and audio recordings of a sample of twenty-four whole class practical science lessons, taught by five teachers, in Korean primary schools with 10-to 12-year-old students. In addition, video and audio recordings were made for each small group of students working together in order to capture their activities and intra-group discourse. Pre-lesson interviews with the teachers were undertaken and audio-recorded to ascertain their intended learning objectives. Selected key vignettes, including unintended learning, were analysed from the perspective of intellectual passion developed by Polanyi. What we found in this study is that unintended learning could occur when students got interested in something in the first place and could maintain their interest. In addition, students could get conceptual knowledge when they tried to connect their experience to their related prior knowledge. It was also found that the processes of intended learning and of unintended learning were different. Intended learning was characterized by having been planned by the teacher who then sought to generate students' interest in it. In contrast, unintended learning originated from students' spontaneous interest and curiosity as a result of unplanned opportunities. Whilst teachers' persuasive passion comes first in the process of intended learning, students' heuristic passion comes first in the process of unintended learning. Based on these findings, we 123 Sci & Educ (2016) 25:3-20 DOI 10.1007 argue that teachers need to be more aware that unintended learning, on the part of individual students, can occur during their lesson and to be able to better use this opportunity so that this unintended learning can be shared by the whole class. Furthermore, we argue that teachers' deliberate action and a more interactive classroom culture are necessary in order to allow students to develop, in addition to heuristic passion, persuasive passion towards their unintended learning.

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Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials

Cited by 606 publications

References 54 publications

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

Beginning teachers moving toward effective elementary science teaching

Unintended Learning in Primary School Practical Science Lessons from Polanyi’s Perspective of Intellectual Passion

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