A REVIEW OF EMPIRICAL EVIDENCE ON SCAFFOLDING FOR SCIENCE EDUCATION |
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| Authors: | Tzu-Chiang Lin Ying-Shao Hsu Shu-Sheng Lin Maio-Li Changlai Kun-Yuan Yang Ting-Ling Lai |
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| Institution: | (1) Department of Life Science, National Taiwan Normal University, 88, Section 4 Ting-Chou road, Taipei, 116, Taiwan;(2) Graduate Institute of Science Education and Department of Earth Sciences, National Taiwan Normal University, 88, Section 4 Ting-Chou road, Taipei, 116, Taiwan;(3) Graduate Institute of Science Education, National Chiayi University, Chiayi, Taiwan;(4) The Center of General Education, Chung Kuo Institute of Technology, Taipei, Taiwan;(5) Graduate Institute of Education and Center for Teacher Education, Chung Yuan Christian University, Jhongli, Taiwan;(6) Department of Educational Technology, Tamkang University, New Taipei, Taiwan |
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| Abstract: | This content analysis of articles in the Social Science Citation Index journals from 1995 to 2009 was conducted to provide
science educators with empirical evidence regarding the effects of scaffolding on science learning. It clarifies the definition,
design, and implementation of scaffolding in science classrooms and research studies. The results show important cross-study
evidence that most researchers have adopted a qualitative approach (67.44%), focused on learning context (72.09%), and used
high school students as participants (53.49%). In designing scaffoldings, researchers have shown a preference for long-term
explicit scaffolding using multiple representations to promote procedural and strategic skills and alternative assessments
of learner performance. Nevertheless, scaffolding issues related to teacher education are unexpectedly few (11.63%) in empirical
research. The results also indicate that there are too few studies to guide researchers in considering fading scaffolds for
active learning (9.30%). Future directions and suggestions toward conducting research regarding scaffolding are provided. |
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