Scaffolding Preservice Science Teachers' Evidence-Based Arguments During an Investigation of Natural Selection

By Carla Zembal-Saul, D. Munford, B. Crawford, Patricia J. Friedrichsen, Susan M. Land. 2002

126 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, General Agricultural and Biological Sciences, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6e53465de9a14e221a3f47715ce8673744079ae5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Networks and Communications

1. Katherine L. McNeill

In General Agricultural and Biological Sciences

1. Joseph Krajcik
2. Katherine L. McNeill

In Social Psychology

1. J. Çakıroğlu
2. Joseph Krajcik
3. Michael J. Hannafin
4. Katherine L. McNeill
5. S. Erduran

Citations in the corpus

• Scaffolding in technology-enhanced learning environments (2007, background): “The utility of metacognitive prompts for externalizing understanding was further demonstrated in Zembal-Saul, Munford, Crawford, Friedrichsen, and Land's ( 2002 ) research on pre-service science teachers' use of software scaffolds to construct scientific arguments consistent with discipline-specific”
• The Nature of Pre-service Science Teachers’ Argumentation in Inquiry-oriented Laboratory Context (2013, background): “Another example of research in teachers’ argumentation was conducted by Zembal-Saul et al. (2002), who attempted to explore PSTs’ knowledge of argumentation strategies.”
• Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006, background): “…and Computing School of Education University of Michigan Ronald W. Marx College of Education University of Arizona The purpose of this study was to determine whether providing students with continuous written instructional support or fading written instructional support (scaffolds) better prepares…”