Understanding the Structure-Agency Trade-Off in the Design of Scaffolding Tools for Cross-Culture Science Activity

• In Event: Scaffolding Self-Directed Learning in Technology-Enhanced Environments

Abstract

In our Zydeco project, we are exploring scaffolding issues within this "cross-context" setting for science. Zydeco includes scaffolded tools on mobile devices (e.g., smartphones and tablets) to support middle school science practices (i.e., planning, collecting and reviewing information, developing explanations) across formal and informal contexts (Quintana, 2012). We have had to consider this structure-agency tradeoff for our design work while drawing on previous scaffolding work (Quintana et al., 2004) to focus on two scaffolding dimensions: process management (guiding students through scientific practices and sub-practices) and reflection and articulation (guiding students on what to think about and write). As we complete a school year with Detroit teachers and students using Zydeco in class and on museum trips, and review data from these trials, we want to look at the specific choices students made in selecting and performing science activities in both the formal and informal settings to see if there are any differences in student agency and activity between contexts.

Author

• Chris Quintana, University of Michigan