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Raising the Achievement of Low Performing Students by Scaffolding Knowledge Integration in the Science Classroom |
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PP: 193-201 |
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Author(s) |
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Mohammed Mansour Omar Fadoul,
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Abstract |
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| Reading is a cognitive exercise that promotes an understanding of scientific texts during high school physics lessons. Notably, science texts are linguistically and cognitively challenging, thus, students depend upon diverse scaffolds to comprehend the texts. Most low performing students lack the experience with scientific langauge and literary skills needed to face knowledge in physics. As such, the continuous training of teachers in administering knowledge is imperative to improve performance and achievement of learners in science classes. Thus, this capstone project investigates the impact of scaffolding knowledge intergration in high school students enrolled at Colonial high school in Orange County. Moreover, this project proves that non-invasive scaffolding is necessary to promote effective administration of learning instructions. Also, verbal participation of students in the class content elaborates on the acquisition of knowledge, and promotes both inferential and literal comprehension, and diverse opportunities for the learners to construct knowledge. Overall, scaffolding techniques are necessary components in knowledge intergration and help to increase the performance of high school science students. |
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