Abstract
In this study, we examined how learners developed scientific explanations about light with the assistance of various technology-based scaffolds. The study emphasis was on scaffolding processes of reflection and articulation. We used a content-neutral software program (Progress Portfolio) to create the instructional scaffolds. A qualitative research design was used to investigate two pairs of prospective teachers in a science content course in engineering. Our findings suggested that the computer-based scaffolds used in our study were useful to support articulation, reflection, and revision of explanations, when certain conditions were met. A major theme of our findings relates to interacting effects among learner characteristics, teacher coaching, software scaffolding design, and task characteristics.
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This material is based on work supported by the National Science Foundation under NSF REC 9980055, which was granted to the second author. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors would like to acknowledge Joe Taylor for his role in the design and implementation of the study.
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Land, S.M., Zembal-Saul, C. Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of progress portfolio. ETR&D 51, 65–84 (2003). https://doi.org/10.1007/BF02504544
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DOI: https://doi.org/10.1007/BF02504544