Scaffolding open inquiry: How a teacher provides students with structure and space
The present case study examines a teacher’s scaffolding strategies supporting his students during a twelve-week open inquiry project at an upper secondary school. We use interaction analysis to identify how he provides structure and space in the different phases of open inquiry as well as how it con...
| Main Authors: | , |
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| Format: | Article |
| Language: | Danish |
| Published: |
University of Oslo
2015-11-01
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| Series: | Nordina: Nordic Studies in Science Education |
| Subjects: | |
| Online Access: | https://journals.uio.no/nordina/article/view/878 |
| _version_ | 1819277286927499264 |
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| author | Birgitte Bjønness Stein Dankert Kolstø |
| author_facet | Birgitte Bjønness Stein Dankert Kolstø |
| author_sort | Birgitte Bjønness |
| collection | DOAJ |
| description | The present case study examines a teacher’s scaffolding strategies supporting his students during a twelve-week open inquiry project at an upper secondary school. We use interaction analysis to identify how he provides structure and space in the different phases of open inquiry as well as how it constitutes the students’ inquiry process. The study reveals that the teacher scaffolded this open inquiry in two opposing ways; he created space for the students to make their own experiences and ideas, which eventually set up the need for more directed scaffolding to discuss the challenges students experienced, and directing students’ ideas in certain directions in phases with structure. We suggest that the interplay between structure and space creates what can be seen as a driving force providing both exploration and direction for open inquiry. Moreover, we propose that the dual concept of ‘structure and space’ can work as a thinking tool to promote teachers’ competence on how to scaffold more authentic versions of scientific inquiry in schools. |
| first_indexed | 2024-12-23T23:53:42Z |
| format | Article |
| id | doaj.art-fbd2138ed5bf4fe2bd4ec1a080761447 |
| institution | Directory Open Access Journal |
| issn | 1504-4556 1894-1257 |
| language | Danish |
| last_indexed | 2024-12-23T23:53:42Z |
| publishDate | 2015-11-01 |
| publisher | University of Oslo |
| record_format | Article |
| series | Nordina: Nordic Studies in Science Education |
| spelling | doaj.art-fbd2138ed5bf4fe2bd4ec1a0807614472022-12-21T17:25:18ZdanUniversity of OsloNordina: Nordic Studies in Science Education1504-45561894-12572015-11-0111310.5617/nordina.878Scaffolding open inquiry: How a teacher provides students with structure and spaceBirgitte Bjønness0Stein Dankert Kolstø1Norwegian University of Life SciencesUniversity of Bergen, NorwayThe present case study examines a teacher’s scaffolding strategies supporting his students during a twelve-week open inquiry project at an upper secondary school. We use interaction analysis to identify how he provides structure and space in the different phases of open inquiry as well as how it constitutes the students’ inquiry process. The study reveals that the teacher scaffolded this open inquiry in two opposing ways; he created space for the students to make their own experiences and ideas, which eventually set up the need for more directed scaffolding to discuss the challenges students experienced, and directing students’ ideas in certain directions in phases with structure. We suggest that the interplay between structure and space creates what can be seen as a driving force providing both exploration and direction for open inquiry. Moreover, we propose that the dual concept of ‘structure and space’ can work as a thinking tool to promote teachers’ competence on how to scaffold more authentic versions of scientific inquiry in schools.https://journals.uio.no/nordina/article/view/878natural sciencescience inquiry16case study |
| spellingShingle | Birgitte Bjønness Stein Dankert Kolstø Scaffolding open inquiry: How a teacher provides students with structure and space Nordina: Nordic Studies in Science Education natural science science inquiry 16 case study |
| title | Scaffolding open inquiry: How a teacher provides students with structure and space |
| title_full | Scaffolding open inquiry: How a teacher provides students with structure and space |
| title_fullStr | Scaffolding open inquiry: How a teacher provides students with structure and space |
| title_full_unstemmed | Scaffolding open inquiry: How a teacher provides students with structure and space |
| title_short | Scaffolding open inquiry: How a teacher provides students with structure and space |
| title_sort | scaffolding open inquiry how a teacher provides students with structure and space |
| topic | natural science science inquiry 16 case study |
| url | https://journals.uio.no/nordina/article/view/878 |
| work_keys_str_mv | AT birgittebjønness scaffoldingopeninquiryhowateacherprovidesstudentswithstructureandspace AT steindankertkolstø scaffoldingopeninquiryhowateacherprovidesstudentswithstructureandspace |