Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom

This paper explores whether a scaffolded, multimedia learning environment might mitigate obstacles that dissuade teachers from implementing problem-based practices. We present a longitudinal analysis of one expository-oriented teacher's experience with such an environment and examine underlying...

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Bibliographic Details
Published in:Theory and research in social education 2004-07, Vol.32 (3), p.349-378
Main Authors: Saye, John W., Brush, Thomas
Format: Article
Language:English
Subjects:
Classroom Environment
High School Students
Inquiry
Longitudinal Studies
Multimedia Instruction
Personality Traits
Problem Based Learning
Scaffolding (Teaching Technique)
Secondary School Teachers
Social Studies
Teacher Attitudes
Teacher Characteristics
Teaching Methods
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Summary:This paper explores whether a scaffolded, multimedia learning environment might mitigate obstacles that dissuade teachers from implementing problem-based practices. We present a longitudinal analysis of one expository-oriented teacher's experience with such an environment and examine underlying belief, knowledge, and dispositional factors that may affect a teacher's openness to inquiry. We hypothesize that work with such an environment may encourage reconsideration of some elements of teaching practice. However, those elements most closely related to dispositional influences may be more resistant to change than other features.
ISSN:0093-3104
2163-1654
DOI:10.1080/00933104.2004.10473259