Journal
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
Volume 51, Issue 4, Pages 65-84Publisher
SPRINGER
DOI: 10.1007/BF02504544
Keywords
-
Categories
Ask authors/readers for more resources
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.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available