Exploring the Effect of Embedded Scaffolding Within Curricular Tasks on Third-Grade Students’ Model-Based Explanations about Hydrologic Cycling

Opportunities to generate model-based explanations are crucial for elementary students, yet are rarely foregrounded in elementary science learning environments despite evidence that early learners can reason from models when provided with scaffolding. We used a quasi-experimental research design to investigate the comparative impact of a scaffold test condition consisting of embedded physical scaffolds within a curricular modeling task on...