教師資料查詢 | 類別: 期刊論文 | 教師: 賴婷鈴 TING-LING LAI (瀏覽個人網頁)

標題:A Design Model of Distributed Scaffolding for Inquiry-Based Learning
學年103
學期2
出版(發表)日期2015/04/01
作品名稱A Design Model of Distributed Scaffolding for Inquiry-Based Learning
作品名稱(其他語言)
著者Ying-Shao Hsu; Ting-Ling Lai; Wei-Hsiu Hsu
單位
出版者
著錄名稱、卷期、頁數Research in Science Education April 45(2), p.241–273
摘要This study presents a series of three experiments that focus on how distributed scaffolding influences learners’ conceptual understanding and reasoning from combined levels of triangulation, at the interactive level (discourses within a focus group) and the collective level (class). Three inquiry lessons on plate tectonics (LPT) were designed, implemented and redesigned to explore how students responded to the scaffoldings provided. The results show that the goal-oriented version (LPT3) was significantly more effective at helping students develop an understanding of plate tectonics and evidence-based reasoning than the teacher-led (LPT1) and deconstructed (LPT2) versions (χ2 = 11.56, p < 0.003). In LPT3, we can identify three key features of the scaffolding: an advanced organizer, deconstruction of complex tasks, and reflection on the whole inquiry cycle at the end of class time. In addition, LPT3 took much less teaching time. In other words, it appears to be effective and efficient, most likely due to synergies between teacher facilitation and lesson scaffolds. The empirical results clarify the functions of the design model proposed for distributed scaffolding: navigating inquiry, structuring tasks, supporting communication, and fostering reflection. Future studies should more closely evaluate the scaffolding system as a whole and synergies between different types of scaffolds for advancing learning.
關鍵字Scaffolding;Inquiry-based learning;Distributed scaffolding;Scientific inquiry;Technology-infused learning;Plate tectonics
語言英文
ISSN0157-244X;1573-1898
期刊性質國外
收錄於
產學合作
通訊作者
審稿制度
國別荷蘭
公開徵稿
出版型式,電子版,紙本
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