Scaffolding in the classroom
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This study deals with the use of scaffolding in inquiry-based approaches to teaching about physics concepts and science teaching skills. Data analyzed include interviews with student and instructors and participant observations in both Physics and Science Education class sessions. Major themes identified include teacher and student responsibility, the hands-on minds-on aspect of inquiry, communication through group work, use of questions in the inquiry-based classroom, student initiative, and students’ perspectives on the teaching methods.