Supporting Science Learning and Teaching with Software-based Scaffolding
Chris Quintana, Barry Fishman · 2006
Much attention has been focused on the role of teachers and curriculum materials in scaffolding learners. However, a growing area of focus is on the potential of computer software to provide cognitive support for learners engaging in complex intellectual activities. A substantial amount of research and development in this area, particularly at the University of Michigan, has focused on scaffolding learners in science classrooms to help them develop a stronger understanding of scientific content and practice. Much of this research revolves around identifying different scaffolding approaches and developing software that implements these approaches to scaffold learners so they can engage in authentic scientific activity. Recent research efforts have synthesized the lessons from previous scaffolding research to articulate specific scaffolding guidelines and principles that characterize scaffolding approaches at a conceptual level (e.g., Kali, in press; Linn, Bell, & Davis, 2004). For example, the Scaffolding Design Framework (Quintana et al., 2004) describes a set of scaffolding guidelines, strategies, and examples that are specifically organized around the obstacles and complexities that learners face in three primary constituent aspects of science inquiry: sense making, process management, and reflection and articulation. By considering these aspects of