Please use this identifier to cite or link to this item: http://ktisis.cut.ac.cy/handle/10488/6823
Title: A scaffolding design framework for software to support science inquiry
Authors: Quintana, Chris
Reiser, Brian J.
Kyza, Eleni A. 
Keywords: Design;Scaffolding
Issue Date: 2004
Publisher: Taylor & Francis Online
Source: Journal of the Learning Sciences, 2004, Volume 13, Issue 3, Pages 337-386
Abstract: he notion of scaffolding learners to help them succeed in solving problems otherwise too difficult for them is an important idea that has extended into the design of scaffolded software tools for learners. However, although there is a growing body of work on scaffolded tools, scaffold design, and the impact of scaffolding, the field has not yet converged on a common theoretical framework that defines rationales and approaches to guide the design of scaffolded tools. In this article, we present a scaffolding design framework addressing scaffolded software tools for science inquiry. De veloped through iterative cycles of inductive and theory-based analysis, the framework synthesizes the work of prior design efforts, theoretical arguments, and empirical work in a set of guidelines that are organized around science inquiry practices and the challenges learners face in those practices. The framework can provide a basis for developing a theory of pedagogical support and a mechanism to describe successful scaffolding approaches. It can also guide design, not in a prescriptive manner but by providing designers with heuristics and examples of possible ways to address the challenges learners face.
URI: http://ktisis.cut.ac.cy/handle/10488/6823
ISSN: 1050-8406 (print)
1532-7809 (online)
DOI: 10.1207/s15327809jls1303_4
Rights: © 2004, Lawrence Erlbaum Associates, Inc.
Type: Article
Appears in Collections:Άρθρα/Articles

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