Scaffolding Science Teachers in Open‐inquiry Teaching

Valk, T. van der; Jong, Onno De

doi:10.1080/09500690802287155

Cited by 50 publications

(23 citation statements)

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“…We believe that the dual concept of 'structure and space ' (van der Valk & de Jong, 2009) is valuable to promote teachers' competence on how to scaffold open inquiry. Our analysis shows that open phases could provide complex experiences relevant for subsequent structuring, and phases of structure could provide ideas and direction preparing students for more autonomous phases.…”

Section: Discussionmentioning

confidence: 99%

“…However, the authors do not discuss explicitly what is meant by 'structure' and 'space', respectively. Regarding the research literature on open inquiry, there seems to be agreement that the students need structure in the form of scaffolding tools and teacher guidance to help them organise and direct their own projects (Crawford, 2000;Hodson, 2009;van der Valk & de Jong, 2009), and to learn essential features of scientific inquiry and relevant conceptual understanding (Asay & Orgill, 2010;Windschitl et al, 2008). Moreover, it is vital for a teacher to create space during open inquiry for the students to follow their particular interests (Hodson, 2009;Wells, 1999) and to experience situations requiring creativity, critical thinking and reasoning skills (Hodson, 2009;Zion & Slezak, 2005).…”

Section: The Teacher's Role In Scaffolding Students' Learning During mentioning

confidence: 99%

“…According to van der Valk and de Jong (2009) scaffolding students in open inquiry involves a teacher's ability to know when and how to provide students with structure and space. However, the authors do not discuss explicitly what is meant by 'structure' and 'space', respectively.…”

Section: The Teacher's Role In Scaffolding Students' Learning During mentioning

confidence: 99%

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Scaffolding open inquiry: How a teacher provides students with structure and space

Bjønness

Kolstø

2015

NorDiNa

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The present case study examines a teacher's scaffolding strategies supporting his students during a twelve-week open inquiry project at an upper secondary school. We use interaction analysis to identify how he provides structure and space in the different phases of open inquiry as well as how it constitutes the students' inquiry process. The study reveals that the teacher scaffolded this open inquiry in two opposing ways; he created space for the students to make their own experiences and ideas, which eventually set up the need for more directed scaffolding to discuss the challenges students experienced, and directing students' ideas in certain directions in phases with structure. We suggest that the interplay between structure and space creates what can be seen as a driving force providing both exploration and direction for open inquiry. Moreover, we propose that the dual concept of 'structure and space' can work as a thinking tool to promote teachers' competence on how to scaffold more authentic versions of scientific inquiry in schools. IntroductionScience education reforms all over the world advocate a view of learning science that emphasises inquiry (e.g. European Commission, 2007; Norwegian Ministry of Education, 2006; NRC, 2000). In the classroom, the term 'inquiry' can be understood with two different emphases: the experiments and activities that facilitate the students' learning of established sciences, and the scientific thinking and practices in which students engage when they model professional scientists (Asay & Orgill, 2010) -which is in focus in the classroom studied here. Specifically, open inquiry has been proposed as a means to enhance more authentic scientific inquiry (Duschl & Grandy, 2008;Roth, 2012) and promote active and autonomous learning (Hodson, 2009). However, change in school science depends upon how teachers conceptualise inquiry and how it is translated into classroom practice. Thus, we need to understand how the actions of the teacher influence the nature of the inquiry-based instruction and the students' learning experiences (Blanchard et al., 2010;Hmelo-Silver, Duncan and Chinn, 2007).Birgitte Bjønness is associate professor in science education at the Norwegian University of Life Sciences. Her research interests involve inquiry-based learning, biology education and education for sustainable development.Stein Dankert Kolstø is professor in science education at the University of Bergen. His research interests focuses on use of dialogue and inquiry in science learning. In specific, he is interested in combining dialogic inquiry with the use of authentic texts related to socioscientific issues. Scaffolding open inquiry: How a teacher provides students with structure and space [224] 11(3), 2015 BIRGITTE BJØNNESSIn this case study, we use interaction analysis to understand how an experienced upper secondary science teacher's scaffolding strategies impact the nature of an open inquiry practice and students' inquiry process. It has been proposed that in open inquiry the teac...

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Section: Discussionmentioning

confidence: 99%

Section: The Teacher's Role In Scaffolding Students' Learning During mentioning

confidence: 99%

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Scaffolding open inquiry: How a teacher provides students with structure and space

Bjønness

Kolstø

2015

NorDiNa

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“…More recently, research into teacher professional development has examined the process of professional development and not only its outcomes (cf. Hanley, Maringe, & Ratcliffe, 2008;Van der Valk & De Jong, 2009). According to Hewson (2007), insights into the process of professional development can provide valuable information about the design of the professional development programme.…”

Section: Introductionmentioning

confidence: 97%

Evaluating a Professional Development Framework to Empower Chemistry Teachers to Design Context-Based Education

Stolk

Bulte

Jong

et al. 2012

International Journal of Science Education

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Even experienced chemistry teachers require professional development when they are encouraged to become actively engaged in the design of new context-based education. This study briefly describes the development of a framework consisting of goals, learning phases, strategies and instructional functions, and how the framework was translated into a professional development programme intended to empower teachers to design context-based chemistry education. The programme consists of teaching a pre-developed context-based unit, followed by teachers designing an outline of a new context-based unit. The study investigates the process of teacher empowerment during the implementation of the programme. Data were obtained from meetings, classroom discussions and observations. The findings indicated that teachers became empowered to design new context-based units provided they had sufficient time and resources. The contribution of the framework to teacher empowerment is discussed.

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“…En la literatura existen trabajos que examinan las estrategias utilizadas por el profesorado para promover la participación del alumnado en estas prácticas, por ejemplo en la argumentación (Christodolou, 2011;McNeill y Krajcik, 2009), la modelización (Chan y Chan, 2013;Mulder et al, 2016) o en la resolución de problemas e indagación (Belland, Burdo y Gu, 2015;Van der Valk y De Jong, 2009). En el contexto de laboratorio existen estudios que examinan la naturaleza del andamiaje proporcionado por el profesorado para resolver una tarea de laboratorio (Crujeiras Pérez y Jiménez Aleixandre, 2015; Reigosa y Jiménez Aleixandre, 2007; Putambekar y Kolodner, 2005), pero no analizan la influencia de estrategias concretas en la participación del alumnado en las prácticas científicas.…”

Section: Introductionunclassified

Influencia de distintas estrategias de andamiaje para promover la participación del alumnado de secundaria en las prácticas científicas

Pérez

Aleixandre

2018

ensciencias

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RESUMEN • En este artículo se examina la idoneidad de distintas estrategias docentes para guiar al alumnado de secundaria en la participación en las prácticas científicas. Los participantes son dos profesores de secundaria y sus respectivas aulas de tercero de la ESO que cursan la materia de Física y Química. La tarea objeto de estudio consiste en investigar la efectividad de dos pastas de dientes para prevenir la caries. Para el análisis se examina el discurso de ambos docentes durante la resolución de la tarea y se codifican sus intervenciones mediante un marco de estrategias de andamiaje propuesto por Van de Pol, Volman y Beishuizen (2010). Los resultados muestran diferencias en las estrategias utilizadas por ambos docentes, las cuales influyen en los desempeños del alumnado relativos al diseño y puesta en práctica de investigaciones.PALABRAS CLAVE: prácticas científicas; estrategias; andamiaje; indagación; educación secundaria.ABSTRACT • This paper examines the adequacy of different teaching strategies to scaffold students' engagement in scientific practices. The participants are two secondary teachers and their respective groups of 9 th grade students attending Physics and Chemistry. The task requires students to investigate the effectiveness of two toothpastes to prevent cavities. For the analysis we examine the discourse of both teachers during the implementation of the task and we code their interventions according to a framework for scaffolding strategies developed by Van de Pol, Volman and Beishuizen (2010). The results point to differences in the strategies employed by the teachers, which affect to students' performances for planning and carrying out investigations.

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Scaffolding Science Teachers in Open‐inquiry Teaching

Cited by 50 publications

References 31 publications

Scaffolding open inquiry: How a teacher provides students with structure and space

Scaffolding open inquiry: How a teacher provides students with structure and space

Evaluating a Professional Development Framework to Empower Chemistry Teachers to Design Context-Based Education

Influencia de distintas estrategias de andamiaje para promover la participación del alumnado de secundaria en las prácticas científicas

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