A Study of the Effectiveness of Applying Scaffolding Strategies to Inquiry Learning at Digital Interactive Scientist Story Books

[[abstract]]Information communication technology has been introduced to educational settings for changing the interaction between teachers and students, and the learning approaches of students. In addition to the different representations of learning materials has been tremendously embedded through web technology. In the sense, this integrated research project aims at using the scientist digital interactive storytelling to explore the construction of science concepts and the scientific reasoning ability. Basically, this integrated research project is composed of three sub-projects. The first is to design the physics scientist storyboard and the platform of digital interactive storytelling, and conduct the effectiveness of scaffolding strategies on students with different thinking styles. The second is to develop several personal specification tools for examining the influences of students』learning through the digital interactive storytelling and collaborative situations. The third is to design the bio-chemical scientist storyboard and explore the effectiveness of digital interactive storytelling based on situated learning theory. This integrated project will be divided into three years and six phases: 1) designing the storyboard, 2) developing the personal specification measurements including the reliability and validity tests, 3) transferring the storyboard into visual and audio devices to be applied to Blended learning materials, 4) conducting the blended teaching and examining the effectiveness, 5) upgrade the blended learning materials to web learning materials, and 6) implementing web learning and examining the effectiveness. Moreover, besides the design of physics scientist storyboard, the purposes of the first sub-project are to apply the scaffolding strategies to interactive storytelling. In digital interactive storytelling, the learning effectiveness is influenced by the collaborative grouping and interaction, and teachers』intervention. In particular, this sub-project will focus on using concept mapping to examine the reasoning ability of students through the videotaping and field notes at blending, and e-portfolio at web learning settings.