Inquiry-Based Science Education: Scaffolding Pupils' Self-Directed Learning in Open Inquiry

Autor/inn/en	van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke
Titel	Inquiry-Based Science Education: Scaffolding Pupils' Self-Directed Learning in Open Inquiry
Quelle	In: International Journal of Science Education, 39 (2017) 18, S.2461-2481 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Uum, Martina S. J.) ORCID (Verhoeff, Roald P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1388940
Schlagwörter	Inquiry; Science Instruction; Independent Study; Scaffolding (Teaching Technique); Observation; Interviews; Audio Equipment; Elementary School Teachers; Case Studies; Teaching Methods; Intervention; College School Cooperation; Foreign Countries; Student Attitudes; Teacher Attitudes; Elementary School Students; Netherlands + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Selbststudium; Beobachtung; Interviewing; Interviewtechnik; Audio-CD; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schülerverhalten; Lehrerverhalten; Niederlande
Abstract	This paper describes a multiple case study on open inquiry-based learning in primary schools. During open inquiry, teachers often experience difficulties in balancing support and transferring responsibility to pupils' own learning. To facilitate teachers in guiding open inquiry, we developed hard and soft scaffolds. The hard scaffolds consisted of documents with explanations and/or exercises regarding difficult parts of the inquiry process. The soft scaffolds included explicit references to and additional explanations of the hard scaffolds. We investigated how teacher implementation of these scaffolds contributed to pupils' self-directed learning during open inquiry. Four classes of pupils, aged 10-11, were observed while they conducted an inquiry lesson module of about 10 lessons in their classrooms. Data were acquired via classroom observations, audio recordings, and interviews with teachers and pupils. The results show that after the introduction of the hard scaffolds by the teacher, pupils were able and willing to apply them to their investigations. Combining hard scaffolds with additional soft scaffolding promoted pupils' scientific understanding and contributed to a shared guidance of the inquiry process by the teacher and her pupils. Our results imply that the effective use of scaffolds is an important element to be included in teacher professionalisation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01