Scaffolding in a medicine education intervention for student teachers based on the PROFILES three stage model.

Autor/inn/en	Kärkkäinen, Sirpa; Kukkonen, Jari; Keinonen, Tuula
Titel	Scaffolding in a medicine education intervention for student teachers based on the PROFILES three stage model.
Quelle	In: CEPS journal, 4 (2014) 1, S. 85-100Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-opus-88818
Schlagwörter	Empirische Untersuchung; Medieneinsatz; Biologieunterricht; Finnland; Gesundheitserziehung; Grundschule; Lehramtsstudent; Entdeckendes Lernen; Präsentation; Internet; Grundschule; Lehramtsstudent; Lehrerausbildung; Entdeckendes Lernen; Entscheidungsorientierte Unterrichtsgestaltung; Unterrichtsinhalt; Unterrichtsmodell; Biologieunterricht; Gesundheitserziehung; Medikament; Präsentation; Internet; Finnland
Abstract	This paper focuses on describing the effects of scaffolding on the student teachers' learning process. The scaffolding is based on using information and communication technology in the PROFILES Three Stage Model; Scenario, Inquiry and Decision-making Stages. Six hours of medicine education intervention is conducted as a part of the student teachers' program in biology education. The scaffolded group is encouraged to work with the case and presentation templates, online, in Google Sites; the unscaffolded group work only with Word documents. During the Scenario Phase, student teachers discuss the important symptoms of flu, its prevention, and sources from which to find reliable information. In the Inquiry Phase, in the light of online materials and resources, student teachers recall and elaborate on these symptoms. In the Decision-making Phase, student teachers conclude their investigation by making a presentation with suggestions for treatment, and justify it with respect to reliable sources. The learning design is mainly based on the existing Internet site (Teaching children about the proper use of medicines). After their presentations, students reflect on questions that arise and discuss the subject. Results show that both groups discuss the reliability of different websites in the same way. However, the scaffolded group is quite effective in searching for information for their presentation, whereas the unscaffolded group has difficulties in finding relevant information. This suggests that by structuring the activity with Google Sites and presentation templates, scaffolding helps student teachers to work intensively and to prepare their presentations. Presentation modelling seems to be beneficial to the students' sense making process during the investigation, and it also supports them in coping with the collaborative case-based reasoning process. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/3