Implementing Scaffolding for Socioscientific Inquiry in the Secondary Science Classroom: A Case Study

• In Event: Roundtable Session 19
  In Roundtable Session: Problem-Based Education SIG Roundtable Session: Problem-Based Learning in K-12 Settings

Abstract

This study explores how the hard scaffolding tools support the soft scaffolding for implementing a socio-scientific inquiry (SSI) unit in the science classroom. In this case study, we will focus on how students use resources and tools during their SSI activities, and how students perceive the SSI unit and the scaffolding tools embedded in the SSI activities. This study has implications for how we understand the student experience of scaffolding in science inquiry-based environments, specifically for recommendations related to effective hard and soft scaffolding. As such, we can refine our design to better support their efforts.

Authors

• Suhkyung Shin, Texas Tech University

• Thomas Brush, Indiana University

• Jiyoon Jung, Indiana University - Bloomington

• Krista D. Glazewski, Indiana University

• Sungwon Shin, Indiana University