Toward Designing and Implementing Socioscientific Inquiry: Scaffolding Students' Inquiry-Based Learning

• In Event: 52.084 - Roundtable Session 18
  In Roundtable Session: 52.084-12 - Problem-Based Education SIG Roundtable Session

Abstract

This study explores how designing a socio-scientific inquiry (SSI) unit using hard scaffolding tools can better support students’ inquiry-based learning in a science classroom. This case study focuses specific design aspects should be considered when developing and implementing an SSI unit, and how students perceived 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 scientific inquiry-based environments, providing recommendations for effectively using hard and soft scaffolding, and suggestions for refining scaffolding design to better support teachers’ inquiry-based instructional efforts.

Authors

• Suhkyung Shin, Texas Tech University

• Thomas Brush, Indiana University

• Jiyoon Jung, Indiana University - Bloomington

• Krista D. Glazewski, Indiana University

• Sungwon Shin, Texas Tech University

• Fatih Ergulec

• Peter Hogaboam, Indiana University

• John Gensic, Penn High School