Scaffolding principles of content-based science instruction in an international elementary school.
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| Title: | Scaffolding principles of content-based science instruction in an international elementary school. |
|---|---|
| Authors: | Kamrani, Zahra1 (AUTHOR), Tajeddin, Zia2 (AUTHOR) tajeddinz@modares.ac.ir, Alemi, Minoo1 (AUTHOR) |
| Source: | Pedagogies. Apr-Jun2024, Vol. 19 Issue 2, p257-281. 25p. |
| Subject Terms: | *International schools, *Elementary schools, *Science teachers, *Scientific knowledge, *Student engagement, *Teaching teams, Intersubjectivity |
| Abstract: | Recent research on scaffolding has turned the spotlight on implementing scaffolding principles for more effective instruction in the classroom. This qualitative study, using observations, investigated scaffolding principles, including continuity, intersubjectivity, contextual support, handover, flow, and contingency, in content-based instruction (CBI) in an international school. To this end, nine hours of science instruction by three science teachers were video-recorded and analysed deductively based on scaffolding principles. The content analysis of observation transcripts showed that continuity, intersubjectivity, and contingency were frequently observed during interaction in science classes, whereas the teachers occasionally implemented contextual support, handover, and flow. The findings revealed that scaffolding principles were mainly related to the conceptual understanding of scientific knowledge and the control of students' frustration in performing demanding activities and understanding complicated concepts. Furthermore, the findings uncovered that scaffolding principles were focused on providing opportunities for students' engagement and genuine communication and eliciting real-life samples and experience through inquiry-based, concept-based, problem-based, and project-based teaching approaches. Most importantly, the teachers frequently employed various scaffolding principles through practical and active participation by doing experiments and projects, modelling, and using video aids for more interactive and collaborative teaching practices. These findings contribute to our understanding of scaffolding principles and teacher-student interaction in science classes. [ABSTRACT FROM AUTHOR] |
| Copyright of Pedagogies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 177164814 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Scaffolding principles of content-based science instruction in an international elementary school. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kamrani%2C+Zahra%22">Kamrani, Zahra</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tajeddin%2C+Zia%22">Tajeddin, Zia</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> tajeddinz@modares.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Alemi%2C+Minoo%22">Alemi, Minoo</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pedagogies%22">Pedagogies</searchLink>. Apr-Jun2024, Vol. 19 Issue 2, p257-281. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22International+schools%22">International schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Scientific+knowledge%22">Scientific knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink><br /><searchLink fieldCode="DE" term="%22Intersubjectivity%22">Intersubjectivity</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Recent research on scaffolding has turned the spotlight on implementing scaffolding principles for more effective instruction in the classroom. This qualitative study, using observations, investigated scaffolding principles, including continuity, intersubjectivity, contextual support, handover, flow, and contingency, in content-based instruction (CBI) in an international school. To this end, nine hours of science instruction by three science teachers were video-recorded and analysed deductively based on scaffolding principles. The content analysis of observation transcripts showed that continuity, intersubjectivity, and contingency were frequently observed during interaction in science classes, whereas the teachers occasionally implemented contextual support, handover, and flow. The findings revealed that scaffolding principles were mainly related to the conceptual understanding of scientific knowledge and the control of students' frustration in performing demanding activities and understanding complicated concepts. Furthermore, the findings uncovered that scaffolding principles were focused on providing opportunities for students' engagement and genuine communication and eliciting real-life samples and experience through inquiry-based, concept-based, problem-based, and project-based teaching approaches. Most importantly, the teachers frequently employed various scaffolding principles through practical and active participation by doing experiments and projects, modelling, and using video aids for more interactive and collaborative teaching practices. These findings contribute to our understanding of scaffolding principles and teacher-student interaction in science classes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pedagogies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/1554480X.2023.2222716 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 257 Subjects: – SubjectFull: International schools Type: general – SubjectFull: Elementary schools Type: general – SubjectFull: Science teachers Type: general – SubjectFull: Scientific knowledge Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Teaching teams Type: general – SubjectFull: Intersubjectivity Type: general Titles: – TitleFull: Scaffolding principles of content-based science instruction in an international elementary school. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kamrani, Zahra – PersonEntity: Name: NameFull: Tajeddin, Zia – PersonEntity: Name: NameFull: Alemi, Minoo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1554480X Numbering: – Type: volume Value: 19 – Type: issue Value: 2 Titles: – TitleFull: Pedagogies Type: main |
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