A Scaffolding Framework to Support the Construction of Evidence-Based Arguments among Middle School Students

Problem-based learning (PBL) is an instructional approach in which students in small groups engage in an authentic, ill-structured problem, and must (1) define, generate and pursue learning issues to understand the problem, (2) develop a possible solution, (3) provide evidence to support their solution, and (4) present their solution and the evidence that supports it (Barrows, How to design a problem-based curriculum for the preclinical years. Springer Publishing, New York, 1985). However, research has shown that novice problem-solvers and learners without deep content knowledge have difficulty developing strong evidence-based arguments (Krajcik et al., J Learn Sci 7:313–350, 1998a; Reiser, J Lear Sci 13(3):273–304, 2004). In this paper, we discuss the components of (e.g., claims and evidence) and processes of making (e.g., define problem and make claim) evidence-based arguments. Furthermore, we review various scaffolding models designed to help students perform various tasks associated with creating evidence-based arguments (e.g., link claims to evidence) and present guidelines for the development of computer-based scaffolds to help middle school students build evidence-based arguments

Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group

The literature on the use of problem-based learning in K–12 settings has traditionally focused on gifted and average students. However, mainstreaming is placing increasing numbers of students with special needs in general education classrooms. This case study examined how members of a small group in a mainstreamed seventh grade science class interacted with and supported each other as they engaged in a problem-based learning (PBL) unit. The group included one mainstreamed and two average students. We used conversation analysis and coding to analyze interview and video data of all 10 class sessions. Results indicated that each group member filled a unique role—group manager, task guidance provider, and task performer—and helped each other overcome individual difficulties. Results suggest that mainstreamed groups have the potential to effectively engage in PBL, and that PBL may increase the motivation and social confidence of students with special needs. We suggest types of scaffolds that could support mainstreamed students during PBL units

What Will Keep the Fish Alive? Exploring Intersections of Designing, Making, and Inquiry Among Middle School Learners

We can see why educators are drawn to making; maker environments hold tremendous potential for engaging learners in both (a) building and representing their knowledge and (b) fostering opportunities for seeing the world in new ways. This potential reflects what our team of middle school teachers, university professors, and graduate students observed during a year-long project in which students built aquaponic systems while simultaneously asking questions about food, food systems, and sustainability. Their systems took a variety of forms, supporting everything from bluegill to aquatic frogs and growing a variety of flowers and vegetables. However, together we all also experienced struggle and moments of doubt. How much guidance is enough? Too much? How do we build knowledge and not just “do projects”? How do we connect the doing and the building with our community? With the world? And, perhaps most practically, how do we fix what we just messed up

Addressing technology integration concerns: Asynchronous video mentoring between pre-service teachers and exemplary technology-using in-service teachers

Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their subject areas). Mentoring has been highlighted as a means of overcoming these concerns. In this study, we present and investigate one strategy – an asynchronous video mentoring session between a class of 199 pre-service teachers and four exemplary award-winning technology-using in-service teachers. A small group of the pre-service teachers (n = 31) voluntarily expressed their concerns. The four in-service teachers were videotaped as they responded to these concerns. All 199 pre-service teachers watched the videos and described how the in-service teachers’ responses either alleviated or increased their concerns. A majority of the pre-service teachers (58%) reported that their primary concerns regarding technology integration were less acute after they watched the teachers’ presentation. Teacher education programs might consider the use of digital technologies to support student voices and increase the opportunities for interaction between pre-professionals and practising professionals

Supporting change in teacher practice: Examining shifts of teachers’ professional development preferences and needs for technology integration

Studies have shown that when K-12 school districts implement a new technology initiative, it is not always accompanied by effective teacher professional development (PD). Many teachers have indicated that effective technology PD experiences should incorporate their individual PD needs. The authors surveyed technology-using K-12 teachers at two points (2009 and 2015) to examine what they perceived as useful technology PD with regard to content and format. Specifically, since technology changes quickly, we sought to examine whether there were any changes to what teachers perceived as useful content and format for technology PD. Over 6 years, more teachers reported that personalized technology PD tended to be more effective. Although some things remained consistent regarding content (e.g., utilizing Web 2.0 resources continued to be preferred PD content by teachers in both years), other content preferences changed (e.g., mobile applications and pedagogical-focused knowledge and skills). Regarding PD format, the authors found that in 2015 more teachers perceived online and face-to-face workshops, personal learning networks, and conferences as useful. Finally, teacher-led PD and in-class support were suggested as useful by more teachers in 2015. Thus, more personalized, sustained, and situated PD is needed to effectively support K-12 teacher technology integration

Inquiry learning behaviors captured through screencasts in problem-based learning

This study examined the types of learning behaviors students demonstrated while performing inquiry tasks. It also explored the relationship between the learning behaviors and students’ domain knowledge. We observed fourteen students in five groups during a ninth-grade biology course. Three types of learning behaviors (inquiry, collaborative, and minimally productive behaviors) were identified and time on each type was measured. The results suggest that students demonstrated different patterns according to the types of learning behaviors. Correlation analysis revealed that learning outcomes had a strong positive correlation with the inquiry behaviors but a strong negative correlation with the minimally productive behaviors. The results suggest that attention should be paid to facilitate the more meaningful inquiry behaviors while reducing minimally productive behaviors