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과학교육학 학위논문 요약과 종합해설
Scaffolding elementary students' authentic inquiry through a written science curriculum
Dissertation abstract
This study investigated scaffolding elementary school students’
formulation of explanations through an 8-week biodiversity curriculum.
Authentic inquiry situations in the curriculum provided opportunities
for students to conduct elements of scientists’ practices in hands-on
investigations driven by the students’ interests. Three support
features-modeled explanations, direct content prompts, and sentence
starters-were designed to help students focus on salient features of the
inquiry situations. These three support features were placed differently
in two treatments. In the consistent support treatment, three support
features were present throughout eleven authentic inquiry situations. In
the fading support treatment, three support features were gradually
withdrawn over the same inquiry situations. The manipulation of the
fading dimension of the scaffolding concept was based on the idea that
students can learn more effectively when they take more responsibility
to complete the learning task as they gain knowledge and experience.
Forty-eight students in two 5th/6th combined classes participated. This
study was quasi-experimental with two treatment variations. Based on
students’ prior knowledge and explanation ability, block strategies were
used to assign students into the two treatments. Data sources included a
multiple-choice test and an open-ended test administered before and
after the treatments. Students’ written explanations in the eleven
inquiry situations were collected. Eighteen students were interviewed
after the treatments.
Results demonstrate that both groups improved on the multiple-choice and
open-ended tests. While these two tests were not sensitive to the
treatment differences, students’ explanations were a much better
indicator of the treatment effects. The consistent support group
included fewer valid warrants in explanations before the treatments but
gradually outperformed the fading support group as certain support
features were withdrawn in the fading support treatment. Furthermore,
this trend was largely created by students with high knowledge and
medium and high explanation abilities while students with low knowledge
and low explanation ability did not appear to take advantage of the
scaffolds provided in this study. These findings imply that (1)
consistent support is critical for elementary students’ development of
scientific explanations in complicated real-world inquiry situations and
(2) effective scaffolds should be designed to reflect students’ prior
knowledge and inquiry experience.
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Hee-Sun Lee
University of Michigan, 2003 August
Dissertation Adviser and Chair: Nancy Butler Songer
Other Committee Members: Joseph Krajcik, Elizabeth A. Davis, & Philip Myers
"학위논문 요약" 투고 요청
한국인으로 외국에서 과학교육학 논문으로 박사학위 하신 분은 영문 요약을 투고 해 주시고, 또 이 요약에 대해 여러분께서는 건설적인 토론의 글을 올려 주시기 바랍니다.
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