A Scaffolding Design Framework for Software to Support Science Inquiry

TLDR

Scaffolding learners to solve otherwise too difficult problems is a key idea that has extended into scaffolded software tools, yet the field lacks a common theoretical framework to guide scaffold design. This article introduces a scaffolding design framework for software that supports science inquiry. The framework was developed through iterative inductive and theory‑based analysis, synthesizing prior design work, theoretical arguments, and empirical studies into guidelines organized around science‑inquiry practices and learner challenges. The framework provides a basis for a theory of pedagogical support, describes successful scaffolding mechanisms, and offers designers heuristics and examples to address learner challenges without prescribing specific solutions.

Abstract

The notion of scaffolding learners to help them succeed in solving problems otherwise too difficult for them is an important idea that has extended into the design of scaffolded software tools for learners. However, although there is a growing body of work on scaffolded tools, scaffold design, and the impact of scaffolding, the field has not yet converged on a common theoretical framework that defines rationales and approaches to guide the design of scaffolded tools. In this article, we present a scaffolding design framework addressing scaffolded software tools for science inquiry. Developed through iterative cycles of inductive and theory-based analysis, the framework synthesizes the work of prior design efforts, theoretical arguments, and empirical work in a set of guidelines that are organized around science inquiry practices and the challenges learners face in those practices. The framework can provide a basis for developing a theory of pedagogical support and a mechanism to describe successful scaffolding approaches. It can also guide design, not in a prescriptive manner but by providing designers with heuristics and examples of possible ways to address the challenges learners face.