Effectiveness of Scaffolded Vee Diagram, an Instructional Strategy for Science Students at Secondary Level

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Autor/inn/en	Thamarasseri, Ismail; Shejeena, K. A.
Titel	Effectiveness of Scaffolded Vee Diagram, an Instructional Strategy for Science Students at Secondary Level
Quelle	In: Journal of Educational Technology, 18 (2022) 4, S.1-8 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Scaffolding (Teaching Technique); Visual Aids; Instructional Effectiveness; Metacognition; Thinking Skills; Problem Solving; Academic Achievement; Teaching Methods; Child Development; Constructivism (Learning); Science Instruction; Secondary School Students + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Unterrichtserfolg; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Problemlösen; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler
Abstract	Education is an important tool which is very useful in everybody's life. A science curriculum should offer students opportunities that relate to life outside the classroom. It should provide students with situations in which they can frame and solve problems of their own making; and it should be supportive of students. Teaching methods and strategies are among the teacher factors that affect students' academic performance. Some teaching methods and strategies have been proved more effective in the teaching of abstract and difficult topics in different science subjects. Yet even the best learning environment cannot succeed until students understand how to learn. To help students gain this knowledge, consider trying an effective teaching or learning strategy called the Vee Map and Vee diagram. Vee diagram is a Meta cognitive tool to help students to construct the interacting set of elements that are involved in knowledge production. Vee diagram was firstly developed by Gowin (1984). According to Novak (1990), The Vee diagram was an effective media to achieve meaningful learning and it was able to develop metacognitive thinking skills. The concept of scaffolding is grounded in Vygotsky's social constructivist view of learning. According to Vygotsky (1978), every mental function in a child's development first appears in collaboration with an adult. Scaffolding is an instructional support that helps learners to solve problems, carry out tasks or achieve goals that they are unable to accomplish on their own. The Scaffolded Vee Diagram support students as they engage in the process of generating a scientific argument while focusing their attention on the elements of scientific knowledge. Scientific inquiry includes the traditional science processes, but also refers to the combining of these processes with scientific knowledge, critical thinking and scientific reasoning to develop scientific knowledge. Scientific inquiry is using evidence from observations and investigations to create logical explanations and answer questions. Collaborative argumentation refers to the setting where students work together to construct and reflect on their agreements by asking each other questions and checking each other's explanations. The diagram departs from a general framework for laboratory activity by including directed scaffolding for knowledge integration. Knowledge integration refers to the process of adding new ideas and sorting through connections to develop a cohesive account of scientific phenomena. The goal of integration of knowledge and ideas is for students to use multiple sources to address a question or solve a problem. In the present review article, the authors evaluates the effectiveness of Scaffolded Vee diagrams on secondary school science students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01