An Examination of Credit-Recovery Students' Use of Computer-Based Scaffolding in a Problem-Based, Scientific Inquiry Unit

• In Event: Problem-Based Education SIG Full Paper Session: Argumentation, Motivation, and Problem-Solving Dynamics in Problem-Based Education

Abstract

In this study, we investigated how credit recovery students at the high school level used computer-based scaffolds to conduct scientific inquiry in a problem-based learning unit centered on water quality as a river proceeded through a watershed. By using computer screen recordings, we examined how students searched for and evaluated information from different sources, and used evidence to support their claims. Preliminary findings indicate that students did not fully respond to the scaffold prompts. However, support for collaboration within the scaffolds led students to negotiate the meaning of water quality data, and this in turn led to a qualitative evolution in students’ thinking about water quality. Results are discussed in light of the literature.

Authors

• Brian R. Belland, Utah State University

• Jiangyue Gu, Utah State University

• D. Mark Weiss, Utah State University

• Nam Ju Kim, Utah State University