Inquiry learning has been found to be effective in science learning, particularly when properly scaffolded. Learner’s support must be carefully orchestrated and scaffolding is needed when their performance involves working with technological tools. This paper aims to present three scaffolded inquiry learning cases in science education. In the first case, which was related to winter ecology, teacher students studied how to conduct different phases of an inquiry and reflected on how to perform inquiry-based teaching scaffolded with blogs. Teacher students gained confidence in carrying out different activities belonging to the inquiry and the blogs enabled them to follow both their own study process and that of the other groups; this in turn enabled them to reflect on the inquiry learning process. In the second case, Google-Sites case descriptions and presentation templates were used as scaffolds, to help teacher students in their inquiry concerning medicine education. The scaffolding helped in focusing on the most relevant information. In the third case, there was an experiment to find out how laboratory work, modeling and scaffolding with the pre-structured Wiki environment, helped teacher students in studying the modeling of fish anatomy and adaptation into water. In each of the three cases it was found that during inquiry learning, teacher students experienced that they benefitted from scaffolding with social software and knowledge artifacts.
|Keywords:||Scaffold, Case Studies, Social software|
Project Researcher, Department of Applied Education, University of Eastern Finland, Joensuu, Finland, Finland
Lecturer, School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland
lecturer, Philosophical Faculty, School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland
Professor, University of Eastern Finland, Joensuu, Finland