Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education

Kent J. Crippen, Leanna Archambault

Research output: Contribution to journalArticle

26 Scopus citations

Abstract

Inquiry-based instruction has become a hallmark of science education and increasingly of integrated content areas, including science, technology, engineering, and mathematics (STEM) education. Because inquiry-based instruction very clearly contains surface, deep, and implicit structures as well as engages students to think and act like scientists, it is considered a signature pedagogy of science education. In this article the authors discuss the nature of scaffolded inquiry-based instruction and how it can be applied to the use of emerging technologies, such as data mashups and cloud computing, so that students not only learn the content of STEM, but can also begin answering the critical socioscientific questions that face the modern era.

Original languageEnglish (US)
Pages (from-to)157-173
Number of pages17
JournalComputers in the Schools
Volume29
Issue number1-2
DOIs
StatePublished - Jan 1 2012

Keywords

  • STEM
  • inquiry-based instruction
  • mashup
  • science education
  • signature pedagogy

ASJC Scopus subject areas

  • Computer Science(all)
  • Education
  • Library and Information Sciences

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