Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education
Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education
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DOI：
10.1080/07380569.2012.658733
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发表时间：
2012-01-01
影响因子：
0.9
通讯作者：
Archambault, Leanna
中科院分区：
文献类型：
--
作者：
Crippen, Kent J.;Archambault, Leanna
探究式教学已成为科学教育的一个标志，并日益成为包括科学、技术、工程和数学(STEM)教育在内的综合内容领域的标志。由于探究式教学非常清楚地包含了表层、深层和隐性的结构，并使学生像科学家一样思考和行动，因此它被认为是科学教育的标志性教育法。在这篇文章中，作者讨论了脚手架探究式教学的性质，以及如何将其应用于新兴技术的使用，如数据聚合和云计算，使学生不仅能够学习STEM的内容，而且能够开始回答现代面临的关键社会科学问题。
Inquiry-based instruction has become a hallmark of science education and increasingly of integrated content areas, including science, technology, engineering, and mathematics (STEM) education. Because inquiry-based instruction very clearly contains surface, deep, and implicit structures as well as engages students to think and act like scientists, it is considered a signature pedagogy of science education. In this article the authors discuss the nature of scaffolded inquiry-based instruction and how it can be applied to the use of emerging technologies, such as data mashups and cloud computing, so that students not only learn the content of STEM, but can also begin answering the critical socioscientific questions that face the modern era.