English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 49432/84393 (59%)
造訪人次 : 7454298      線上人數 : 111
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/104730

    題名: A Design Model of Distributed Scaffolding for Inquiry-Based Learning
    作者: Hsu, Ying-Shao;Lai, Ting-Ling;Hsu, Wei-Hsiu
    關鍵詞: Scaffolding;Inquiry-based learning;Distributed scaffolding;Scientific inquiry;Technology;infused learning;Plate tectonics
    日期: 2014-09-30
    上傳時間: 2016-01-06 11:27:16 (UTC+8)
    摘要: This study presents a series of three experiments that focus on how distributed scaffolding influences learners’ conceptual understanding and reasoning from combined levels of triangulation, at the interactive level (discourses within a focus group) and the collective level (class). Three inquiry lessons on plate tectonics (LPT) were designed, implemented and redesigned to explore how students responded to the scaffoldings provided. The results show that the goal-oriented version (LPT3) was significantly more effective at helping students develop an understanding of plate tectonics and evidence-based reasoning than the teacher-led (LPT1) and deconstructed (LPT2) versions (χ 2 = 11.56, p < 0.003). In LPT3, we can identify three key features of the scaffolding: an advanced organizer, deconstruction of complex tasks, and reflection on the whole inquiry cycle at the end of class time. In addition, LPT3 took much less teaching time. In other words, it appears to be effective and efficient, most likely due to synergies between teacher facilitation and lesson scaffolds. The empirical results clarify the functions of the design model proposed for distributed scaffolding: navigating inquiry, structuring tasks, supporting communication, and fostering reflection. Future studies should more closely evaluate the scaffolding system as a whole and synergies between different types of scaffolds for advancing learning.
    關聯: Research in Science Education 45(2), pp.241-273
    DOI: 10.1007/s11165-014-9421-2
    顯示於類別:[教育科技學系暨研究所] 期刊論文


    檔案 描述 大小格式瀏覽次數
    A Design Model of Distributed Scaffolding for Inquiry-Based Learning.pdf2264KbAdobe PDF1檢視/開啟



    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回饋