Show and tell: scaffolding practices in lower secondary social science classrooms.
Saved in:
| Title: | Show and tell: scaffolding practices in lower secondary social science classrooms. |
|---|---|
| Authors: | Mathé, Nora Elise Hesby1 (AUTHOR) n.e.h.mathe@ils.uio.no, Christensen, Anders Stig2 (AUTHOR) |
| Source: | Journal of Curriculum Studies. Apr2026, Vol. 58 Issue 2, p318-337. 20p. |
| Subject Terms: | *Social sciences education, *Inquiry-based learning, *Educational support, *Psychology of students, *Teaching methods, *College teaching, *Middle school education, *Education research methodology |
| Geographic Terms: | Denmark |
| Abstract: | Inquiry and teaching with high levels of student activity are central to social science education, and research has shown the importance of scaffolding and other expressions of supportive structures in teaching (Christensen, 2021; Mathé, 2020). Nevertheless, there have been few studies documenting how actual teaching takes place and whether a teacher's activities support the work of their students. This article, part of QUINT—Quality in Nordic Teaching, drew on video observations from 16 lower secondary social science classrooms in Denmark and Norway. We began by using the Protocol for Language Arts Teaching Observation (PLATO; Grossman, 2019) to identify the extent of teacher scaffolding practices. From this, we analysed the scaffolding to understand what kinds can be observed in social science education, with a specific focus on inquiry-based teaching. Although we identified scaffolding in a minority of lesson segments, what we did observe was related to a number of skills and strategies, both generic and specific to social science education. We concluded by identifying the strong potential in developing scaffolding practices related to social science inquiry further, before discussing implications and opportunities based on our findings. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Curriculum Studies 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 192477474 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Show and tell: scaffolding practices in lower secondary social science classrooms. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mathé%2C+Nora+Elise+Hesby%22">Mathé, Nora Elise Hesby</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> n.e.h.mathe@ils.uio.no</i><br /><searchLink fieldCode="AR" term="%22Christensen%2C+Anders+Stig%22">Christensen, Anders Stig</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Apr2026, Vol. 58 Issue 2, p318-337. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teaching%22">College teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research+methodology%22">Education research methodology</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Denmark%22">Denmark</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Inquiry and teaching with high levels of student activity are central to social science education, and research has shown the importance of scaffolding and other expressions of supportive structures in teaching (Christensen, 2021; Mathé, 2020). Nevertheless, there have been few studies documenting how actual teaching takes place and whether a teacher's activities support the work of their students. This article, part of QUINT—Quality in Nordic Teaching, drew on video observations from 16 lower secondary social science classrooms in Denmark and Norway. We began by using the Protocol for Language Arts Teaching Observation (PLATO; Grossman, 2019) to identify the extent of teacher scaffolding practices. From this, we analysed the scaffolding to understand what kinds can be observed in social science education, with a specific focus on inquiry-based teaching. Although we identified scaffolding in a minority of lesson segments, what we did observe was related to a number of skills and strategies, both generic and specific to social science education. We concluded by identifying the strong potential in developing scaffolding practices related to social science inquiry further, before discussing implications and opportunities based on our findings. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Curriculum Studies 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192477474 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00220272.2024.2378315 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 318 Subjects: – SubjectFull: Social sciences education Type: general – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Educational support Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: College teaching Type: general – SubjectFull: Middle school education Type: general – SubjectFull: Education research methodology Type: general – SubjectFull: Denmark Type: general Titles: – TitleFull: Show and tell: scaffolding practices in lower secondary social science classrooms. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mathé, Nora Elise Hesby – PersonEntity: Name: NameFull: Christensen, Anders Stig IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00220272 Numbering: – Type: volume Value: 58 – Type: issue Value: 2 Titles: – TitleFull: Journal of Curriculum Studies Type: main |
| ResultId | 1 |
