Scaffolding Reflection and Articulation of Scientific Explanations in a Data-Rich, Project-Based Learning Environment: An Investigation of Progress Portfolio

• Published in: Educational technology research and development Vol. 51; no. 4; pp. 65 - 84
• Main Authors: Land, Susan M., Zembal-Saul, Carla
• Format: Journal Article
• Language: English
• Published: Heidelberg Association for Educational Communications and Technology 01.01.2003; Springer; Springer Nature B.V
• Subjects: Active Learning; Computer software; Development; Education and psychology; Educational Environment; Educational sciences; Empirical evidence; Learner engagement; Learning; Light; Optical reflection; Preservice Teachers; Prior learning; Psychology and learning; Scaffolds; Teachers; Teaching Methods; Science; Engineering; Argumentation; Learning environment; Technology; Cognitive psychology
• ISSN: 1042-1629; 1556-6501
• DOI: 10.1007/BF02504544

In this study, we examined how learners developed scientific explanations about light with the assistance of various technology-based scaffolds. The study emphasis was on scaffolding processes of reflection and articulation. We used a content-neutral software program (Progress Portfolio) to create the instructional scaffolds. A qualitative research design was used to investigate two pairs of prospective teachers in a science content course in engineering. Our findings suggested that the computer-based scaffolds used in our study were useful to support articulation, reflection, and revision of explanations, when certain conditions were met. A major theme of our findings relates to interacting effects among learner characteristics, teacher coaching, software scaffolding design, and task characteristics.