Case Study of a Teacher's Scaffolding Practices: Investigating Design Problem Solving in a Project-Based Learning

• In Event: AERA Virtual Poster Session 7
  In Poster Session: Technology, Instruction, Cognition and Learning SIG Poster Session

Abstract

This case study explored a K-12 teacher’s scaffolding practices to support students’ design problems, a form of problem that is ill-structured and requires having a great deal of content knowledge, in a project-based learning (PjBL) environment. Supporting design problem solving in PjBL can be problematic for teachers as they struggle to maintain the degree of balance needed between student control and teacher authority over the activities. Results suggest PjBL provided authentic learning opportunities to support design problems through exploiting low-fidelity prototypes. Consequently, engineering design approaches guided the iteration which in turn reinforced refinements. At every stage of the project, feedback and reflection were incorporated, which may have contributed positively to the outcome of the greenhouse project.

Author

• Hamid Nadir, University of Virginia