• Journal of The Korean Association For Science Education
• /
• v.32 no.7
• /
• pp.1204-1221
• /
• 2012

The purpose of this research was to identify the components of scaffolding in open inquiry and to explore the functions of teachers' scaffolding, which is necessary to support students' open inquiry. In order to identify scaffolding components, at first, we conducted a survey using a questionnaire on what students think about open inquiry on 110 students who performed open inquiry in two middle schools, and then carried out factor analysis based on the survey results. It was attempted to investigate students' perception through focus group interviews corresponding to scaffolding components that were identified through factor analysis. Also, we examined teachers' empirical view of scaffolding functions in open inquiry through in-depth interviews with four teachers. The results of exploratory factor analysis revealed that there were five scaffolding components of open inquiry: motivation, planning, strategy, environment and participation. The results of focus group interviews showed that students experienced difficulties in planning, strategy, environment and participation components, except for motivation component. In particular, students asked for support to strengthen the participation component, which means recognizing their role, active participation and collaboration with peers. Meanwhile, the results of in-depth interviews with teachers showed that teachers' empirical views of scaffolding function in open inquiry were categorized as cognitive (conceptual, metacognitive), emotional (motivational, arbitrative) and strategic. Interviewed teachers preferred the strategic scaffolding and cognitive scaffolding to the emotional scaffolding. Based on the results, we also discussed the implications for performing open inquiry effectively.

• 한국정보교육학회:학술대회논문집
• /
• 2007.01a
• /
• pp.173-180
• /
• 2007

최근 모바일 기기의 활성화에 따라 M-learning (Mobile learning)이 활성화되고 있다. M-learning을 기반으로 한 코스웨어나 모듈 설계 시 학습자의 적극적 참여와 의미 있는 상호작용의 기회 제공과 실제적 환경에서의 교육활동을 지원하는 것에 초점을 맞추어야 한다. 근접발달영역이론 (Zone of Proximal Development : ZPD)이란 독자적으로 문제를 해결함으로써 결정되는 실제적 발달수준과 성인의 안내나 보다 능력 있는 또래들과 협동하여 문제를 해결함으로써 결정되는 잠재적 발달수준간의 거리이다. 한편, 스캐폴딩은 학습자의 근접발달영역을 변화시키며, 학습자가 스스로 학습할 수 있도록 도와주는 구체적인 방식이라 할 수 있다. 또한 스캐폴딩 (Scaffolding)은 학습자가 구조를 조직하고 새로운 지식을 구성하도록 교수자 또는 촉진자가 도와주면서 교수자와 학습자간에 상호작용하는 과정이다. 본 연구에서는 근접발달영역이론을 이용하여 모바일로 교사가 학습자에게 스캐폴딩을 제공하는 수업모형을 제안한다. 본 모형의 특징은 다음과 같다. 첫째, 문제해결을 위한 스캐폴딩만이 아니라 문제 해결 후 격려 스캐폴딩을 제공하여 학습력 강화가 이뤄지도록 하였다. 둘째, 교사와 학습자 사이에 다양한 스캐폴딩을 제공하여 상호작용을 강화하였다. 셋째, 자신에게 맞는 개별학습, 반복 학습이 가능하고 자기 주도적 학습이 강화되도록 하였다.

• Journal of The Korean Association For Science Education
• /
• v.36 no.4
• /
• pp.643-655
• /
• 2016

The purpose of this study is to figure out the characteristics of teacher's scaffolding that can promote the social construction of scientific models by analyzing a teacher's scaffolding that actually promoted the social construction in a real classroom context, so that we can better understand the teacher's scaffolding. For this study, a total of 32 middle school students and their science teacher in Seoul were observed and videotaped. The level of social construction were categorized in four stages. We divided the teacher's scaffolding by whether the level of social construction has changed or not, and analyzed teacher's scaffolding in each group. Teacher's scaffolding were categorized based on its object, purpose and means. The object were categorized into two types; small-group and individual. The purpose were categorized into two types; process-help and product-help. The means were coded into Diagnostic strategies(Reading, Listening, Questioning), Checking diagnosis and Intervention strategy(Instruct, Explain, Hint, Confirm). The result show that teacher's scaffolding is helpful in the social construction of scientific models when it supports small-groups more than individuals, and process-help more than product-help. It also shows that in diagnostic strategies, questioning and listening are effective. Finally, using checking diagnosis promoted interactions among students and a 'confirm' intervention strategy should be avoided because it has no positive effect on changes in the level of social construction. This study provides the features of the teacher's scaffolding that promotes social construction of scientific models in middle school classes.

• The Journal of the Korea Contents Association
• /
• v.19 no.2
• /
• pp.66-78
• /
• 2019

This study aimed to investigate the effects of scaffolding on creativity in Wiki-based collaborative learning. Wiki-based collaborative learning was implemented over three sessions among 67 sixth graders in an elementary school, and subjects were divided into three groups: Group 1 had a teachers' scaffolding and self-questioning script; Group 2 had a teachers' scaffolding; and Group 3, the control group, had no scaffolding. Results showed a significant difference in creativity among the groups with different types of scaffolding(Wilks' Lambda=.238, F=8.678, p < .001). Group 1, had significantly higher performance compared to the Group in creativity. However, when self-questoning script and a teachers' scaffolding were offered, self-scaffolding was not found to have a significant effect on learners' Originality of creativity. Group 2 showed higher performance in Originality of creativity when only a teachers' scaffolding was offered in the collaborative learning. The results of this study suggest that teachers' scaffolding and self-scaffolding have positive effects on creativity, but the need for a differentiated self-scaffolding strategy to identify the factors that influence creativity in wiki-based collaborative learning.

• Journal of Elementary Mathematics Education in Korea
• /
• v.13 no.1
• /
• pp.75-95
• /
• 2009

The purpose of the study was to investigate the scaffolding processes of children in mathematical problem solving. 3 groups of 4th grade students participated in the study and the researchers proceeded the study for 4 months. The procedures of this research were as followings. First, when the learners solved the problems, the categories of scaffolding processes(by way of unit line coding belong in open codings, the categories were made 25 concepts and integrated 20 subcategories) were produced the 7 results: invite to the learning, set the problems, affective aids, attempt self learning, re-ordering between learners and affirmation self learning. Second, the processes of scaffolding in mathematic problem solving resulted in condition, the present condition, action/interaction and the outcomes. Third, the cognitive and affective aids that discovered in the scaffolding processes were considered the main categories of learner's scaffolding processes in solving the mathematic problems. In conclusion, first, the learners' scaffolding processes, based on Vygotsky's "the zone of proximal development" in selection and presentation of mathematic problems, are very diverse. Peers' affective aids are very important in solving the problems. Second, learners in the scaffolding processes exchange the cognitive and affective aids with each other with joy and earnestness, and the aids can give assistance to all the participants. Third, in the results of observation and analysis in learners' scaffolding processes, it is meaningful to know how they think. Finally, the learners' scaffolding processes are a little unsystematic and illogical compared to those of adults, but those of scaffolders are so similar to those of learners' cognitive and affective systems that they can provide teachers with many merits in understanding and teaching learners.

• Journal of the Korean Chemical Society
• /
• v.48 no.3
• /
• pp.283-290
• /
• 2004

The purpose of this study were to develop of courseware using scaffolding strategy and to investigate the effect of courseware instruction upon students' conceptual understanding and affective domain including effort and self-checking. 10th grade students in the experimental and control groups were selected from high school at Cheongwon-gun in Chungbuk, and taught about chemical reaction rate for 3 class hours. The students in the experimental group studied individually through courseware using scaffolding strategy and worksheet and teacher-centered expository lesson was used in the control group. Prior to the instructions, test specification for problem-solving assessment (TSPSA) was administered and the scores of the previous science achievement test were obtained. After the instructions, the posttest on conceptual understanding and TSPSA were administered. Results of this study revealed that the mean score of the experimental group in the conceptual understanding test was similar to that of the control group at statistically significant level. This result implies that the courseware using scaffolding strategy could be a tool of the individualized instruction. The experimental group improved significantly better in three components of the TSPSA such as effort, self-checking, and cognitive strategy. From this result, it is considered that learners' self regulation is improved by being taken over responsibility of learning. So, it is suggested that instruction using scaffolding strategy is needed in science class to improve self-leading learning ability.

• 한국정보교육학회:학술대회논문집
• /
• 2009.08a
• /
• pp.227-233
• /
• 2009

웹 기반 학습 환경에서 스캐폴딩 (Scaffolding) 전략은 내용 지식과 과제의 특성을 반영하고 학습자 수준과 특성에 맞게 도움을 제공하여 개별화된 학습 환경과 학습자가 스스로 학습할 수 있도록 추가적인 정보를 제공할 수 있는 효과적인 학습 전략이다. 본 연구에서는 경도정신지체 학생이 학업 성취도 향상을 위해서 초인지 스캐폴딩 전략을 적용한 웹 기반 학습 시스템을 제안하고자 한다. 본 시스템의 특징은 다음과 같다. 첫째, 학습자에게 학습에 대한 방향과 목표를 명확하게 제시해 준다. 둘째, 과정에 집중할 수 있도록 학습단계마다 지원을 제공하여 학습의 효율성을 높이게 한다. 셋째, 교사와 학습자의 접근성이 용이하도록 개발하였다.

• Journal of The Korean Association For Science Education
• /
• v.36 no.2
• /
• pp.191-202
• /
• 2016

In this study, a science museum teaching-learning model was developed with emphasis on play. In order to do this, the models of factor-centered museum education and process-centered museum education were reviewed and characteristics of science museum education were considered. The model developed in this study is called 'Play-Learning Model in Science Museum', and 'play' is defined as activities to achieve the mission in accordance with methods and rules set by individuals or small groups including scaffolding and play is divided into competition, simulation, and chance. 'Play-Learning Model in Science Museum' emphasizes learning using the articles on exhibition, scaffolding and interaction in small groups, and play. The model consists of four steps: 'Preparation', 'Exploring the exhibits', 'Experience', and 'Summary of learning content'. In the 'Preparation' step, the students form related knowledge and are ready to play. The 'Exploring the exhibits' step is the core step of this model, and entails the students solving problems in the mission by interacting with members of the small group. When they cannot find resolution, they get help. In the 'Experience' step, hands-on activities related to the prior step are included. In the 'Summary of learning content' step, the students summarize what they learned while playing. As science museum education is implemented in a variety of forms, continuous research about the science museum learning model and development of various programs are needed.

• Journal of The Korean Association For Science Education
• /
• v.27 no.4
• /
• pp.297-308
• /
• 2007

Inspired by the idea that classroom instruction proceeds through knowledge-sharing, this study examined different modes of knowledge-sharing that were realized in discursive practices in Korean secondary science classrooms. Data came from 9 science teachers. An interpretative strategy was employed to analyze the video-recording of the teachers' own science classrooms and transcriptions. The results showed four different modes of knowledge-sharing, including 'retrieving subject matter knowledge', 'reformulating subject matter knowledge', 'expansion and elaboration of understanding', and 'negotiation of meaning'. It was also revealed that there was a tie between an active mode of knowledge-sharing and scaffolding: the former allowed students to take active roles in discourses and the latter was one of the desired patterns of classroom interaction. It was suggested that further studies should be conducted to understand science instruction from more varied perspectives and to examine and utilize the detailed features of desired classroom practices like scaffolding.

• Journal of Educational Research in Mathematics
• /
• v.26 no.4
• /
• pp.683-700
• /
• 2016

The traditional teaching-learning in mathematics, which pursue only one correct answer, should be reexamined to cope with an age of uncertainty. In this research, Perry's epistemological development scheme was noticed as a theoretical approach to diagnose problems of dualistic mathematics lessons and to search solutions of the problems. And Design-Based Research method was adopted, We developed the epistemological development scheme through considering Perry's theory and related studies, scaffoldings and teaching-learning to enhance students' epistemological positions in mathematics. Based on these discussions we designed teaching experiment about operations with negative numbers, and analyzed its didactic implications.