Teacher Scaffolding Strategies for Socioscientific Inquiry Based Learning in a High School Biology Classroom

• In Event: Problem-Based Education SIG Full Paper Session: Teachers and Problem-Based Education

Abstract

The purpose of this study is to explore how a teacher implements soft scaffolds in addition to the hard scaffolds during a Socio-Scientific Inquiry (SSI) unit in a high school biology class. The SSI unit focused on engaging students in the learning activities that require them to discuss, collaborate, and make decisions on the use of personal genetic information using scientific evidence, and to consider social, scientific, economic, and community problems connected to their own living.

Authors

• Fatih Ergulec, Indiana University - Bloomington

• Thomas Brush, Indiana University

• Suhkyung Shin, Indiana University

• Sungwon Shin, Texas Tech University

• Krista D. Glazewski, Indiana University

• Peter Hogaboam, Indiana University

• Meize Guo, Indiana University - Bloomington