Journal of Science Education and Technology

, Volume 19, Issue 1, pp 1–12

Nurturing Students’ Critical Knowledge Using Technology-enhanced Scaffolding Strategies in Science Education

Article

DOI: 10.1007/s10956-009-9183-1

Cite this article as:
Shen, J. J Sci Educ Technol (2010) 19: 1. doi:10.1007/s10956-009-9183-1

Abstract

Critique is central to the development of scientific knowledge. From a cognitive perspective, critique can be used to enhance understanding. From a social perspective, critique serves to maintain the standards of a professional field. In science education, it is of tremendous value to diagnose and nurture students’ critical knowledge. How students develop and apply criteria for critique, however, remains unclear. What factors influence students’ performance of critique, and how can educators incorporate technology-enhanced scaffolding strategies to help diagnose and nurture students’ critical knowledge? In this paper, I define critical knowledge as the criteria people use to evaluate other knowledge, the ability to use these criteria across contexts, and the reflective understanding of such processes. Building on existing literature, I develop a conceptual framework that describes the components and processes involved in a critique activity. Using this framework, I discuss the application of technology-enhanced scaffolding strategies to facilitate critique activities in science classrooms.

Keywords

Critique Science education Technology-enhanced learning Scaffolding Design 

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.Mathematics and Science EducationUniversity of GeorgiaAthensUSA

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