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ERIC Number: EJ1132102
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1094-3277
Filling in the Gaps: An Explicit Protocol for Scaffolding Inquiry Lessons
Hitt, Austin M.; Smith, Douglas
Science Educator, v25 n2 p133-141 Win 2017
The goal of this paper is to introduce an explicit protocol that preservice science teachers can use to improve the quality of the scaffolding (written and oral prompts) of their inquiry lessons. Scaffolding is an essential component of effective inquiry lessons because it keeps students focused on the target science content and divides the content into manageable bits of information, a process referred to as chunking. The significance of scaffolding for inquiry lessons and the theoretical framework, development, and implementation of the inquiry scaffolding protocol are discussed.
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A