Using the FRAMER Scaffold Design Framework to Support Students in Learning & Understanding Biology

Autor/in	Sabel, Jaime L.
Titel	Using the FRAMER Scaffold Design Framework to Support Students in Learning & Understanding Biology
Quelle	In: American Biology Teacher, 82 (2020) 3, S.150-155 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Scaffolding (Teaching Technique); Biology; Science Instruction; Scientific Concepts; Decision Making; Teacher Student Relationship; Teaching Methods; Concept Formation; Guidelines; Undergraduate Students; College Faculty; Instructional Design; Metacognition; Active Learning; Introductory Courses; Science Tests; Group Discussion + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Decision-making; Entscheidungsfindung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Richtlinien; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aktives Lernen; Einführungskurs; Gruppendiskussion
Abstract	Students need support to learn the core ideas, practices, and crosscutting concepts that make up the field of biology so that they can both be successful as biologists and make informed decisions that require biological understanding. One way instructors can support students in these endeavors is to provide students with specific scaffolds the instructors design to structure students' performance on a task or engagement in a behavior. With the focus on both scientific concepts and practices, instructors may also need support to be able to develop scaffolds that align with suggested best practices. I offer a framework, referred to as FRAMER, and suggestions for instructors interested in developing scaffolds for biology courses, and provide an example of a successful scaffold implementation in an undergraduate biology course. (As Provided).
Anmerkungen	University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01