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 REVIEW OF EMPIRICAL EVIDENCE ON SCAFFOLDING FOR SCIENCE EDUCATION
學年100
學期2
出版(發表)日期2012/04/01
作品名稱A REVIEW OF EMPIRICAL EVIDENCE ON SCAFFOLDING FOR SCIENCE EDUCATION
作品名稱(其他語言)
著者Tzu-Chiang Lin; Ying-Shao Hsu; Shu-Sheng Lin; Maio-Li Changlai; Kun-Yuan Yang; Ting-Ling Lai
單位
出版者
著錄名稱、卷期、頁數International Journal of Science and Mathematics Education 10(2), p.437-455
摘要. This content analysis of articles in the Social Science Citation Index
journals from 1995 to 2009 was conducted to provide science educators with empirical
evidence regarding the effects of scaffolding on science learning. It clarifies the definition,
design, and implementation of scaffolding in science classrooms and research
studies. The results show important cross-study evidence that most researchers have
adopted a qualitative approach (67.44%), focused on learning context (72.09%), and
used high school students as participants (53.49%). In designing scaffoldings,
researchers have shown a preference for long-term explicit scaffolding using multiple
representations to promote procedural and strategic skills and alternative assessments
of learner performance. Nevertheless, scaffolding issues related to teacher education
are unexpectedly few (11.63%) in empirical research. The results also indicate that
there are too few studies to guide researchers in considering fading scaffolds for
active learning (9.30%). Future directions and suggestions toward conducting
research regarding scaffolding are provided.
關鍵字content analysis;fading;scaffolding;science learning;science teaching
語言英文
ISSN1571-0068;1573-1774
期刊性質國外
收錄於
產學合作
通訊作者
審稿制度0
國別荷蘭
公開徵稿
出版型式,電子版,紙本
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