Complementary roles of software-based scaffolding and teacher-student interactions in inquiry learning

Abstract

Working in small groups with computer-based learning environments provides an opportunity for students to investigate and discuss their own explanations of natural phenomena. Incorporating domain-specific strategic support in the design of these environments can make student investigations and discussions more productive by focusing them on key variables and relationships in the domain. However, interacting with these environments may not be enough to help students develop understandings and ways of communicating that are consistent with scientific views. A support system that combines interactions with these environments with teacher-student discussions in both small-group and whole-class formats provides more comprehensive support.

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