Inquiry learning and digital scaffolding using situated case-based science knowledge

Jon C. Hong, Chia K. Lee, Chih P. Wu, Po W. Shih

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Information communication technology has not only changed the way of presenting learning material and learning methods, but also the interaction between teachers and student as well as student themselves. This project of inquiry learning employs a digital storyboard as a scaffolding strategy to facilitate reasoning ability by constructing a cognitive map. This project is composed of the two phases: 1) uncover problem-solving strategies (e.g. realistic or autistic thinking) by analyzing their learning maps when playing in a case named the Wright Brothers; and 2) investigate the effects of situated problem-solving knowledge used by the students for further inferences. It is an ongoing study focusing on qualitatively understanding the effectiveness of scaffolding strategies in a digital interactive context. The students' problem-solving strategies will be analyzed in the concept maps. In addition, the video clips and field notes as well as the e-portfolios will be collected from the Web learning and Blended teaching.

Original languageEnglish
Title of host publicationProceedings of the 8th IASTED International Conference on Web-based Education, WBE 2009
Pages80-83
Number of pages4
Publication statusPublished - 2009
Event8th IASTED International Conference on Web-based Education, WBE 2009 - Phuket, Thailand
Duration: 2009 Mar 162009 Mar 18

Other

Other8th IASTED International Conference on Web-based Education, WBE 2009
CountryThailand
CityPhuket
Period09/3/1609/3/18

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Keywords

  • Inquiry learning
  • Interactive situated learning
  • Scaffolding

ASJC Scopus subject areas

  • Computer Science Applications
  • Education

Cite this

Hong, J. C., Lee, C. K., Wu, C. P., & Shih, P. W. (2009). Inquiry learning and digital scaffolding using situated case-based science knowledge. In Proceedings of the 8th IASTED International Conference on Web-based Education, WBE 2009 (pp. 80-83)