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 en
ISSN 1571-0068;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 NLD
公開徵稿
出版型式 ,電子版,紙本
相關連結

機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/110597 )