Abstract
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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 273-293 |
| Number of pages | 21 |
| Journal | International Journal of Science and Mathematics Education |
| Volume | 17 |
| Issue number | 2 |
| DOIs | |
| State | Published - Feb 15 2019 |
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All Science Journal Classification (ASJC) codes
- Education
- Mathematics(all)
Cite this
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An Examination of Credit Recovery Students’ Use of Computer-Based Scaffolding in a Problem-Based, Scientific Inquiry Unit. / Belland, Brian; Weiss, D. Mark; Kim, Nam Ju; Piland, Jacob; Gu, Jiangyue.
In: International Journal of Science and Mathematics Education, Vol. 17, No. 2, 15.02.2019, p. 273-293.Research output: Contribution to journal › Article
TY - JOUR
T1 - An Examination of Credit Recovery Students’ Use of Computer-Based Scaffolding in a Problem-Based, Scientific Inquiry Unit
AU - Belland, Brian
AU - Weiss, D. Mark
AU - Kim, Nam Ju
AU - Piland, Jacob
AU - Gu, Jiangyue
PY - 2019/2/15
Y1 - 2019/2/15
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85040043961&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85040043961&partnerID=8YFLogxK
U2 - 10.1007/s10763-017-9872-9
DO - 10.1007/s10763-017-9872-9
M3 - Article
AN - SCOPUS:85040043961
VL - 17
SP - 273
EP - 293
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
SN - 1571-0068
IS - 2
ER -