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Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., Soloway, E. et al. (2004). A Scaffolding Design Framework for Software to Support Science Inquiry. Journal of the Learning Sciences, 13, 337-386.
https://doi.org/10.1207/s15327809jls1303_4

has been cited by the following article:

• TITLE: “Science for All”: A Case Study of Digitizing Inquiry-Driven Professional Development

  AUTHORS: Timothy C. Indahl, Michael P. Ekker, Gregory M. Sindberg, Chris Pierret

  KEYWORDS: Professional Development, Digitization, Inquiry, Technology

  JOURNAL NAME: Creative Education, Vol.12 No.8, August 2, 2021

  ABSTRACT: To adapt to the increasingly technology-driven environment of modern K-12 education Integrated Science Education Outreach (InSciEd Out) digitized an extensive professional development curriculum library that forms the core experience for teachers joining the program. In previous years the curriculum had been delivered solely in print form. The goals of this conversion were to better employ technology in the teacher training experience that mirrored best practice in their K-12 classrooms and to provide a more scalable product for InSciEd Out. The digitized professional development curriculum was delivered using Google Classroom accessed by teachers with Chromebooks. The digitization measurably improved flexibility for engagement in scientific experimentation and granted immediate access to course feedback for the program. Teachers who participated rated the course positively in general and specifically reported increased self-efficacy in technology use both in the internship and in the classroom.