期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2014
卷号：4
期号：1
页码：85-100
出版社：University of Ljubljana
摘要：This paper focuses on describing the effects of scaffolding on the studentteachers’ learning process. The scaffolding is based on using informationand communication technology in the PROFILES Three Stage Model;Scenario, Inquiry and Decision-making Stages. Six hours of medicineeducation intervention is conducted as a part of the student teachers’ programin biology education. The scaffolded group is encouraged to workwith the case and presentation templates, online, in Google Sites; the unscaffoldedgroup work only with Word documents. During the ScenarioPhase, student teachers discuss the important symptoms of flu, its prevention,and sources from which to find reliable information. In the InquiryPhase, in the light of online materials and resources, student teachers recalland elaborate on these symptoms. In the Decision-making Phase, studentteachers conclude their investigation by making a presentation withsuggestions for treatment, and justify it with respect to reliable sources.The learning design is mainly based on the existing Internet site (Teachingchildren about the proper use of medicines). After their presentations,students reflect on questions that arise and discuss the subject. Resultsshow that both groups discuss the reliability of different websites in thesame way. However, the scaffolded group is quite effective in searching forinformation for their presentation, whereas the unscaffolded group hasdifficulties in finding relevant information. This suggests that by structuringthe activity with Google Sites and presentation templates, scaffoldinghelps student teachers to work intensively and to prepare their presentations.Presentation modelling seems to be beneficial to the students’ sensemaking process during the investigation, and it also supports them in copingwith the collaborative case-based reasoning process.
关键词：Medicine education; Presentation modelling; Scaffolding;Teacher education; Three Stage PROFILES Model
