Prompts-based Scaffolding for Online Inquiry: Design Intentions and Classroom Realities

With easy access to and exponential growth of online resources in the last decade, the Web has become the primary information source to middle school students for their school work. Yet, prior research has shown that students have difficulty evaluating, reading, and taking notes from online resources. This study analyzed the effectiveness of a digital notepad, which used prompts to scaffold middle school students in learning with online scientific resources. Data were collected from 8 sixth grade students who were engaged in a two-week online inquiry for a science project. Data analysis showed a gap between design intentions and classroom realities. Despite the prompts intended to promote students’ critical evaluation of websites, their evaluation was still quick and dichotomous. In addition, students demonstrated different patterns in responding to the reading and note-taking prompts. However, prompts that aimed to promote deep thinking were generally answered with superficial responses. Implications for instruction and research involving use of online resources are discussed.