文章基本信息

标题：Strategies to Scaffold Students’ Inquiry Learning in Science
本地全文：下载
作者：Morten Rask Petersen
期刊名称：Science Education International
印刷版ISSN：1450-104X
电子版ISSN：2077-2327
出版年度：2022
卷号：33
期号：3
页码：267-275
DOI：10.33828/sei.v33.i3.1
语种：English
出版社：International Council of Associations for Science Education (ICASE)
摘要：Inquiry-based science education (IBSE) has made a massive entry in science education classes. Students work with their competence development through inquiry. Such an approach calls for new strategies from the teachers to help students learn through inquiry. This study takes a descriptive approach to teachers’ understanding and usage of such strategies. Through classroom observations, video analysis, and teacher interviews, three cases are identified to hold teacher practice against a theoretical framework on scaffolding strategies where focus is on the means and intentions of scaffolding. The findings show that teachers use different scaffolding strategies according to the students’ level of inquiry understanding, and that scaffolding takes place in short sequences, but the findings also show that the teachers themselves are not aware of such differentiated usage of strategies. This calls for a both better understanding of teachers’ usage of scaffolding strategies and for professional development in being aware of how to use such strategies for best practice with students.