A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding

Autor/inn/en	Belland, Brian R.; Burdo, Ryan; Gu, Jiangyue
Titel	A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding
Quelle	In: Journal of Science Teacher Education, 26 (2015) 3, S.263-289 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-015-9419-2
Schlagwörter	Scaffolding (Teaching Technique); Science Instruction; Middle School Teachers; Science Teachers; Problem Based Learning; Blended Learning; Faculty Development; Persuasive Discourse; Science and Society + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Problem-based learning; Problemorientiertes Lernen; Persuasion; Persuasive Kommunikation
Abstract	Argumentation is central to instruction centered on socio-scientific issues (Sadler & Donnelly in "International Journal of Science Education," 28(12), 1463-1488, 2006. doi: 10.1080/09500690600708717). Teachers can play a big role in helping students engage in argumentation and solve authentic scientific problems. To do so, they need to learn one-to-one scaffolding--dynamic support to help students accomplish tasks that they could not complete unaided. This study explores a middle school science teacher's provision of one-to-one scaffolding during a problem-based learning unit, in which students argued about how to optimize the water quality of their local river. The blended professional development program incorporated three 1.5-h seminars, one 8-h workshop, and 4 weeks of online education activities. Data sources were video of three small groups per period, and what students typed in response to prompts from computer-based argumentation scaffolds. Results indicated that the teacher provided one-to-one scaffolding on a par with inquiry-oriented teachers described in the literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01