A review of empirical evidence on scaffolding for science education

Tzu Chiang Lin, Ying-Shao Hsu, Shu Sheng Lin, Maio Li Changlai, Kun Yuan Yang, Ting Ling Lai

Research output: Contribution to journalArticle

31 Citations (Scopus)

Abstract

This content analysis of articles in the Social Science Citation Index journals from 1995 to 2009 was conducted to provide science educators with empirical evidence regarding the effects of scaffolding on science learning. It clarifies the definition, design, and implementation of scaffolding in science classrooms and research studies. The results show important cross-study evidence that most researchers have adopted a qualitative approach (67.44%), focused on learning context (72.09%), and used high school students as participants (53.49%). In designing scaffoldings, researchers have shown a preference for long-term explicit scaffolding using multiple representations to promote procedural and strategic skills and alternative assessments of learner performance. Nevertheless, scaffolding issues related to teacher education are unexpectedly few (11.63%) in empirical research. The results also indicate that there are too few studies to guide researchers in considering fading scaffolds for active learning (9.30%). Future directions and suggestions toward conducting research regarding scaffolding are provided.

Original languageEnglish
Pages (from-to)437-455
Number of pages19
JournalInternational Journal of Science and Mathematics Education
Volume10
Issue number2
DOIs
Publication statusPublished - 2012 Apr 1

Fingerprint

Science Education
Teacher Education
Content Analysis
Empirical Research
Active Learning
Scaffold
Citations
Social Sciences
Fading
science
learning
evidence
education
empirical research
Alternatives
content analysis
social science
educator
classroom
teacher

Keywords

  • content analysis
  • fading
  • scaffolding
  • science learning
  • science teaching

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this

A review of empirical evidence on scaffolding for science education. / Lin, Tzu Chiang; Hsu, Ying-Shao; Lin, Shu Sheng; Changlai, Maio Li; Yang, Kun Yuan; Lai, Ting Ling.

In: International Journal of Science and Mathematics Education, Vol. 10, No. 2, 01.04.2012, p. 437-455.

Research output: Contribution to journalArticle

Lin, Tzu Chiang ; Hsu, Ying-Shao ; Lin, Shu Sheng ; Changlai, Maio Li ; Yang, Kun Yuan ; Lai, Ting Ling. / A review of empirical evidence on scaffolding for science education. In: International Journal of Science and Mathematics Education. 2012 ; Vol. 10, No. 2. pp. 437-455.
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