Abstract
Currently, there exists a lack of consensus regarding the types and purposes of scaffolding features within the educational design community. In this work, we seek to establish a common framework of scaffolding types as a grounded reference for researchers and designers of computer-based learning environments. We looked to three successful computer-based learning environments, PhET Interactive Simulations, ETL E-slate Microworlds, and Young Researcher for examples of designed-in features that serve as scaffolds – finding five general scaffolding types. We present descriptions and examples of each scaffolding type, which includes scaffolds for scope of domain knowledge, inquiry pathway, sequencing, feedback, and cueing.
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Acknowledgements
This work is a result of the “Scaffolding Inquiry-Based Science Learning (IBSL) with computer environments” workshop at the 2013 STELLAR Alpine Rendez-Vous held in Villard-de-Lans, France. We would like to thank the coordinators and attendees of this workshop for their encouragement and constructive feedback.
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Moore, E.B., Mäeots, M., Smyrnaiou, Z. (2016). Scaffolding for Inquiry Learning in Computer-Based Learning Environments. In: Riopel, M., Smyrnaiou, Z. (eds) New Developments in Science and Technology Education. Innovations in Science Education and Technology, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-22933-1_9
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DOI: https://doi.org/10.1007/978-3-319-22933-1_9
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