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ERIC Number: EJ1202156
Record Type: Journal
Publication Date: 2019-Feb-15
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
An Examination of Credit Recovery Students' Use of Computer-Based Scaffolding in a Problem-Based, Scientific Inquiry Unit
Belland, Brian R.; Weiss, D. Mark; Kim, Nam Ju; Piland, Jacob; Gu, Jiangyue
International Journal of Science and Mathematics Education, v17 n2 p273-293 Feb 2019
In this study, we investigated how high school credit recovery students worked in small groups and used computer-based scaffolds to conduct scientific inquiry in a problem-based learning unit centered on water quality. We examined how students searched for and evaluated information from different sources, and used evidence to support their claims. Data sources included screen recordings, interviews, scaffold trace data, and scaffold entry quality ratings. Findings indicate that many students struggled to use the scaffolding and did not fully respond to scaffold prompts. Collaboration within small groups was often inhibited by frequent absences, struggles using the scaffolding, desires to complete tasks quickly rather than thoroughly, and an expectation that the group leader address the questions. However, many groups followed the scientific inquiry process prompted by the scaffolding, and support for collaboration within the scaffolds led students to negotiate the meaning of water quality data, and this in turn led students to see water quality as a complex, rather than a binary, construct.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 0953046