2021
DOI: 10.31234/osf.io/sn9c3
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Accommodating Heterogeneity: The Interaction of Instructional Scaffolding with Student Preconditions in the Learning of Hypothesis-Based Reasoning

Abstract: Hypothesis-based reasoning with conditionals is a skill that is required for engaging in integral activities of modern elementary school science-curricula. The teaching of this skill at this early stage of education, however, is demanding, particularly in whole school classes in which it is difficult to adapt teaching to children’s individual needs. We examine whether a scaffold that is static yet tailored to the context, in which the teacher explicitly models the reasoning process, manages to meet students’ i… Show more

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Cited by 2 publications
(1 citation statement)
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“…However, this study focuses on the procedural scaffolding through WOETA to teach mathematics teachers who were not introduced to Euclidean geometry in their secondary education schooling and teacher education institutions (TEI). The explicit scaffolding looks at relieving the working memory of mathematics teachers, which enables them to exploit the inhibition ability (Edelsbrunner & Grimm, 2021). Furthermore, the internalisation of the explicit support is essential for students to make sense of what they learn; therefore, teacher scaffolding is not essential since the students can provide their own support (Van der Pol, Volman, & Beishuizen, 2010) for learning Euclidean geometry activities.…”
Section: Introductionmentioning
confidence: 99%
“…However, this study focuses on the procedural scaffolding through WOETA to teach mathematics teachers who were not introduced to Euclidean geometry in their secondary education schooling and teacher education institutions (TEI). The explicit scaffolding looks at relieving the working memory of mathematics teachers, which enables them to exploit the inhibition ability (Edelsbrunner & Grimm, 2021). Furthermore, the internalisation of the explicit support is essential for students to make sense of what they learn; therefore, teacher scaffolding is not essential since the students can provide their own support (Van der Pol, Volman, & Beishuizen, 2010) for learning Euclidean geometry activities.…”
Section: Introductionmentioning
confidence: 99%