An Analysis of Teacher’s Scaffolding for Promoting Social Construction of Scientific Models in Middle School Science Classes

Abstract

The purpose of this study is to figure out the characteristics of teacher’s scaffolding that can promote the social construction of scientific models by analyzing a teacher’s scaffolding that actually promoted the social construction in a real classroom context, so that we can better understand the teacher’s scaffolding. For this study, a total of 32 middle school students and their science teacher in Seoul were observed and videotaped. The level of social construction were categorized in four stages. We divided the teacher’s scaffolding by whether the level of social construction has changed or not, and analyzed teacher’s scaffolding in each group. Teacher’s scaffolding were categorized based on its object, purpose and means. The object were categorized into two types; small-group and individual. The purpose were categorized into two types; process-help and product-help. The means were coded into Diagnostic strategies(Reading, Listening, Questioning), Checking diagnosis and Intervention strategy(Instruct, Explain, Hint, Confirm). The result show that teacher’s scaffolding is helpful in the social construction of scientific models when it supports small-groups more than individuals, and process-help more than product-help. It also shows that in diagnostic strategies, questioning and listening are effective. Finally, using checking diagnosis promoted interactions among students and a ‘confirm’ intervention strategy should be avoided because it has no positive effect on changes in the level of social construction. This study provides the features of the teacher’s scaffolding that promotes social construction of scientific models in middle school classes.