A Design Model of Distributed Scaffolding for Inquiry-Based Learning

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 inqui...

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Bibliographic Details
Published in:Research in science education (Australasian Science Education Research Association) 2015-04, Vol.45 (2), p.241-273
Main Authors: Hsu, Ying-Shao, Lai, Ting-Ling, Hsu, Wei-Hsiu
Format: Article
Language:English
Subjects:
Advance Organizers
Case studies
Classroom Communication
Cognitive skills
Concept Formation
Earth Science
Education
Evidence
Experiments
Focus Groups
Goal Orientation
ICT in education
Inquiry
Inquiry based teaching
Interviews
Logical Thinking
Plate tectonics
Reflection
Scaffolding (Teaching technique)
Science Education
Science Instruction
Science teaching
Scientific Concepts
Secondary education
Secondary school science
Teaching Methods
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Summary: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 (2 = 11.56, p < 0.003). In LPT3, the authors can identify three key features of the scaffolding: an advanced organiser, 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. [Author abstract]
ISSN:0157-244X
1573-1898
DOI:10.1007/s11165-014-9421-2