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Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of progress portfolio.
- Source :
- Educational Technology Research & Development; Dec2003, Vol. 51 Issue 4, p65-84, 20p
- Publication Year :
- 2003
-
Abstract
- In this study, we examined how learners developed scientific explanations about light with the assistance of various technology-based scaffolds. The study emphasis was on scaffolding processes of reflection and articulation. We used a content-neutral software program (Progress Portfolio) to create the instructional scaffolds. A qualitative research design was used to investigate two pairs of prospective teachers in a science content course in engineering. Our findings suggested that the computer-based scaffolds used in our study were useful to support articulation, reflection, and revision of explanations, when certain conditions were met. A major theme of our findings relates to interacting effects among learner characteristics, teacher coaching, software scaffolding design, and task characteristics. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 10421629
- Volume :
- 51
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Educational Technology Research & Development
- Publication Type :
- Academic Journal
- Accession number :
- 53873013
- Full Text :
- https://doi.org/10.1007/BF02504544