A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding
Journal of Science Teacher Education Volume 26, Number 3, ISSN 1046-560X
Argumentation is central to instruction centered on socio-scientific issues (Sadler & Donnelly in "International Journal of Science Education," 28(12), 1463-1488, 2006. doi: 10.1080/09500690600708717). Teachers can play a big role in helping students engage in argumentation and solve authentic scientific problems. To do so, they need to learn one-to-one scaffolding--dynamic support to help students accomplish tasks that they could not complete unaided. This study explores a middle school science teacher's provision of one-to-one scaffolding during a problem-based learning unit, in which students argued about how to optimize the water quality of their local river. The blended professional development program incorporated three 1.5-h seminars, one 8-h workshop, and 4 weeks of online education activities. Data sources were video of three small groups per period, and what students typed in response to prompts from computer-based argumentation scaffolds. Results indicated that the teacher provided one-to-one scaffolding on a par with inquiry-oriented teachers described in the literature.
Belland, B.R., Burdo, R. & Gu, J. (2015). A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding. Journal of Science Teacher Education, 26(3), 263-289.
Cited ByView References & Citations Map
Mingyuan Zhang, Xiaoping Li & Amy Ford, Central Michigan University, United States
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 803–811
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