Scaffolding the Construction of Scientific Arguments by Prospective Teachers Using Inquiry-Empowering Technologies.

This study investigated the influence of scaffolds on prospective teachers'(PTs') construction of scientific arguments. Participants were enrolled in an innovative science course aimed at providing PTs with experiences learning science using inquiry empowering technologies. PTs' arguments were constructed within the context of a light unit in which they collected evidence about the properties/behaviors of light from 10 investigation stations. The study examined the nature and development of arguments PTs constructed about light using Progress Portfolio (a generalized software tool for articulation and reflection), noting how scaffolds in Progress Portfolio influenced the articulation and revision of PTs' arguments about light. Data collection involved reviewing students' electronic journals and examining videotapes of students working at the investigation stations and interacting with Progress Portfolio. Results indicated that the computer-based scaffolding supported articulation and reflection of evidence-based explanations. The PTs showed increasing sophistication in their explanations, and the prompts within the Progress Portfolio seemed to stimulate PTs to become more precise in their explanations, to offer justifications, and to connect evidence with claims. An appendix presents content of light unit investigation stations. (Contains 41 references.) (SM)