SCAFFOLDING SYSTEMS IN HIGH SCHOOL SCIENCE PROBLEM SOLVING: A CASE STUDY

Abstract

This descriptive case-based study examined the scaffolding practices of a high school science teacher in a problem-based learning (PBL) biochemistry unit. Qualitative methods were used to analyze the scaffolding system used on multiple planes (individual, group, whole class), scaffolding types (hard, soft) and functions (structuring, problematizing) to support learning in the PBL science unit. Teacher perceptions and attitudes related to scaffolding goals were also considered. Data were collected from classroom observations, semi-structured interviews, and lesson artifacts. Findings revealed emergent themes including the teacher’s: (1) Use of a dialogic system of scaffolding; (2) shifting between scaffolding planes; (3) incorporating a spectrum of scaffolding types; (4) shifting between problematizing and structuring; (5) perception of scaffolding as an ongoing conversation; and (6) orienting herself in the role of co-learner. Based on these six themes, it was evident that the teacher’s scaffolding system was process-drive as opposed to goal-driven and that she used an adaptive system to promote productive struggle. Implications for classroom practice in similar PBL contexts were described and suggestions included leveraging the problem-solving process for deep understanding, use of an adaptive dialogic approach, positioning teacher and students as co-learners and co-teachers, and becoming comfortable with ambiguity in implementing a scaffolding system. Limitations of the study were noted as well as the potential for this study’s findings to contribute to the body of literature on scaffolding complex learning. The findings of this case study revealed a scaffolding system that was robust and allowed for deep learning and the potential affordances of a process-oriented PBL environment.