The scaffolded group gave more argumentation concerning flu treatment and prevention suggestions in the Decision-making Stage¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The scaffolded presentation model helped progressive inquiry learning especially in information seeking, and that group gave more argumentation about flu treatment and prevention suggestions. → Sirpa Kärkkäinen 2014

Evidence¶

Sirpa Kärkkäinen 2014¶

Sirpa Kärkkäinen, Jari Kukkonen and Tuula Keinonen. (2014). Scaffolding in a Medicine Education Intervention for Student Teachers Based on the PROFILES Three Stage Model. ceps Journal, Vol. 4, No. 1. https://eric.ed.gov/?id=EJ1129505

q2 · i? · causal · r1

Qualitative discourse analysis of the Decision-making Stage discussions and presentations of the two three-student groups; the article reports the scaffolded group "gave more argumentation" and prevention suggestions. No effect size is printed.

"The scaffolded presentation model helped progressive inquiry learning especially in information seeking, and this same group gave more argumentation concerning the treatment of the flu, as well as suggestions for its prevention."

Discussion¶

Related Claims¶

• Scaffolded and unscaffolded groups showed few differences in knowledge of flu symptoms, home resources and self-care medicines during the Inquiry Stage — related
• Self- and peer-assessment showed no big differences between groups except a more intensive inquiry process in the scaffolded group — related
• Scaffolded student teachers were more effective in searching for information for their presentation, while the unscaffolded group had difficulties finding relevant information — related
• Open inquiry enhances students' science literacy and related skills such as environmental literacy, argumentation, autonomy and reflection — a broader claim this one bears on