Using generic and context-specific scaffolding to support authentic science inquiry

Brian R. Belland, Jiangyue Gu, Sara Armbrust, Brant Cook

Research output: Contribution to conferencePaper

3 Scopus citations

Abstract

In this conceptual paper, we propose an heuristic to balance context-specific and generic scaffolding, as well as computer-based and teacher scaffolding, during instruction centered on authentic, scientific problems. This paper is novel in that many researchers ask a dichotomous question of whether generic or context-specific scaffolding is best, and fail to focus on what processes and cognitions each type of scaffolding excels at supporting. To arrive at the heuristic and construct the framework, we synthesized research on (a) student challenges gaining and using scientific reasoning strategies, and (b) computer-based and teacher scaffolding.

Original languageEnglish (US)
Pages185-192
Number of pages8
StatePublished - Jan 1 2013
EventIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2013 - Fort Worth, TX, United States
Duration: Oct 22 2013Oct 24 2013

Conference

ConferenceIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2013
CountryUnited States
CityFort Worth, TX
Period10/22/1310/24/13

All Science Journal Classification (ASJC) codes

  • Artificial Intelligence
  • Education

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    Belland, B. R., Gu, J., Armbrust, S., & Cook, B. (2013). Using generic and context-specific scaffolding to support authentic science inquiry. 185-192. Paper presented at IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2013, Fort Worth, TX, United States.