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A scaffolding design framework for software to support science inquiry

Abstract : The notion of scaffolding learners to help them succeed in solving problems otherwise too difficult for them is an important idea that has extended into the design of scaffolded software tools for learners. However, although there is a growing body of work on scaffolded tools, scaffold design, and the impact of scaffolding, the field has not yet converged on a common theoretical framework that defines rationales and approaches to guide the design of scaffolded tools. In this article, we present a scaffolding design framework addressing scaffolded software tools for science inquiry. Developed through iterative cycles of inductive and theory-based analysis, the framework synthesizes the work of prior design efforts, theoretical arguments, and empirical work in a set of guidelines that are organized around science inquiry practices and the challenges learners face in those practices. The framework can provide a basis for developing a theory of pedagogical support and a mechanism to describe successful scaffolding approaches. It can also guide design, not in a prescriptive manner but by providing designers with heuristics and examples of possible ways to address the challenges learners face. (http://www.compassproject.net/Sadhana/teaching/readings/13808831.pdf)
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https://hal.archives-ouvertes.fr/hal-00699773
Contributor : Jerome Zeiliger <>
Submitted on : Monday, May 21, 2012 - 3:31:00 PM
Last modification on : Tuesday, September 17, 2019 - 10:39:28 AM

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  • HAL Id : hal-00699773, version 1

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Chris Quintana, Brian J. Reiser, Elizabeth A. Davis, Joseph Krajcik, Eric Fretz, et al.. A scaffolding design framework for software to support science inquiry. Journal of the Learning Sciences, Taylor & Francis (Routledge), 2004, 13(3), pp.337-386. ⟨hal-00699773⟩

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