Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of progress portfolio
Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of progress portfolio
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在数据丰富、基于项目的学习环境中对科学解释的支架反思和阐明：对进度组合的调查
DOI：
10.1007/bf02504544
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
Carla Zembal
中科院分区：
文献类型：
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作者：
Susan M. Land;Carla Zembal
在这项研究中，我们研究了学习者如何发展的科学解释与各种技术为基础的支架的援助。研究的重点是支架过程的反射和清晰度。我们使用了一个内容中立的软件程序（进度组合）来创建教学支架。本研究采用质性研究设计，以两对未来的教师在科学内容课程在工程。我们的研究结果表明，在我们的研究中使用的基于计算机的支架是有用的，以支持清晰度，反射和修改的解释，当满足一定的条件。我们的研究结果的一个主要主题涉及到学习者的特点，教师辅导，软件支架设计和任务特性之间的相互作用的影响。
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.