Teacher Scaffolding for Inquiry-Based Learning in a Technology-Enhanced Student-Centered High School Biology Classroom - A Case Study

Purchase or Subscription required for access

Purchase individual articles and papers

Subscribe for faster access!

Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).

Already have access?

Institutional Subscription

You don't appear to be accessing the site through a subscribing institution (your IP address is 34.229.223.223).

If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.

You can search for your instition by name or by location.

Login via Institution

Authors

Fatih Ergulec, Thomas Brush, Krista Glazewski, Suhkyung Shin, Indiana University Bloomington, United States ; Sungwon Shin, Texas Tech University, United States ; Peter Hogaboam, Meize Guo, Indiana University Bloomington, United States

Society for Information Technology & Teacher Education International Conference, Mar 21, 2016 in Savannah, GA, United States ISBN 978-1-939797-13-1

Abstract

This study explored how a teacher implements soft scaffolds in addition to technologically-based hard scaffolds during a Socio-Scientific Inquiry (SSI) unit in a high school biology class. Further, this study examined what soft scaffolding strategies the teacher employed during the SSI unit, which focused on engaging students in learning activities that required them to use scientific evidence to discuss, collaborate, and make decisions concerning the uses of personal genetic information. The findings revealed that, the individually identified strategies and themes was highly interconnected, and in one action or dialogue, there might be several soft scaffolding and hard scaffolding activities involved. The observation data analysis provided a better picture of the instructor’s soft scaffolding strategies, while hard scaffolding activities were visible across artifacts, observations, and interviews.

Citation

Ergulec, F., Brush, T., Glazewski, K., Shin, S., Shin, S., Hogaboam, P. & Guo, M. (2016). Teacher Scaffolding for Inquiry-Based Learning in a Technology-Enhanced Student-Centered High School Biology Classroom - A Case Study. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2609-2614). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/p/172063.