A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding

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• 作者：Brian R. Belland ; Ryan Burdo ; Jiangyue Gu
• 关键词：Professional development ; Online instruction ; Instructional scaffolding ; One ; to ; one scaffolding ; Problem ; based learning
• 刊名：Journal of Science Teacher Education
• 出版年：2015
• 出版时间：April 2015
• 年：2015
• 卷：26
• 期：3
• 页码：263-289
• 全文大小：478 KB
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  6. Belland, B. R. (2012). Habitus, scaffolding, and problem-based learning: Why teachers-experiences as students matter. In S. B. Fee & B. R. Belland (Eds.), / The role of criticism in understanding problem solving: Honoring the work of John C. Belland (pp. 87-00). New York, NY: Springer. doi:10.1007/978-1-4614-3540-2_7
  7. Belland, B. R. (2014). Scaffolding: Definition, current debates, and future directions. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), / Handbook of research on educational communications and technology (4th ed., pp. 505-18). New York, NY: Springer. doi:10.1007/978-1-4614-3185-5_39
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• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education
  Science Education
  Teacher Education
  
• 出版者：Springer Netherlands
• ISSN：1573-1847

文摘

Argumentation is central to instruction centered on socio-scientific issues (Sadler & Donnelly in International Journal of Science Education, 28(12), 1463-488, 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.