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http://dx.doi.org/10.14697/jkase.2019.39.4.545

Development and Application of Cognitive Scaffolding Tools for Enhancing the Integrated Science Process Skills of High School Students  

Lee, Kiyoung (Kangwon National University)
Heo, Junhyuk (Donghae Kwanghee High School)
Park, Jaeyong (Seoul National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.39, no.4, 2019 , pp. 545-562 More about this Journal
Abstract
The purpose of this study is to develop cognitive scaffolding tools and to explore their effects on integrated science process skills of high school students. For this purpose, we developed cognitive scaffolding tools including one kind of classroom instruction for training integrated process skills and two kinds of individual learning materials that students can selectively study according to their level of inquiry ability. In addition, we developed hypothetico-deductive inquiry tasks as a tool to investigate the level of students on the integrated process skills for pre-test and post-test respectively. In order to verify the effectiveness of the cognitive scaffolding tools, we conducted inferential statistics on the pre-and post-tests of the experimental group and control group to examine statistical significance of students' inquiry level change depending on the usage of the cognitive scaffolding tools. We also produced Wrightmaps based on Rasch model to compare the change of inquiry ability depending on usage of the cognitive scaffolding tools. As a result, the experimental group using the cognitive scaffolding tools showed a significantly higher scores in all the components of integrated process skills namely, designing inquiry, collecting data, analyzing data, and forming conclusion than the control group. In addition, students who used cognitive scaffolding tools improved their inquiry ability and showed a distinct transition to higher level in each component of the integrated process skills. The results of this study suggest that high school students need cognitive scaffolding to alleviate or eliminate the functional barriers they face in conducting scientific inquiries.
Keywords
cognitive scaffolding; integrated process skills; scientific inquiry; Rasch model;
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