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dc.contributor.authorMcCall, Lauren
dc.date.accessioned2014-03-04T18:28:51Z
dc.date.available2014-03-04T18:28:51Z
dc.date.issued2010-05
dc.identifier.othermccall_lauren_201005_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/mccall_lauren_201005_ma
dc.identifier.urihttp://hdl.handle.net/10724/26411
dc.description.abstractThis 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.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectScaffolding, discovery learning, programmed instruction, inquiry-based learning, zone of proximal development, Socratic method.
dc.titleScaffolding in the classroom
dc.title.alternativeteaching students so they can stand on their own
dc.typeThesis
dc.description.degreeMA
dc.description.departmentMathematics and Science Education
dc.description.majorScience Education
dc.description.advisorDavid Jackson
dc.description.committeeDavid Jackson
dc.description.committeeJi Shen
dc.description.committeeSteve Oliver


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