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Teacher Scaffolding for Inquiry-Based Learning in a Technology-Enhanced Student-Centered High School Biology Classroom - A Case Study
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, , , , Indiana University Bloomington, United States ; , Texas Tech University, United States ; , , Indiana University Bloomington, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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 .

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