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Epistemic Scaffolding: Understanding and Designing the Support for Epistemic Growth in Science

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Title: Epistemic Scaffolding: Understanding and Designing the Support for Epistemic Growth in Science
Language: English
Authors: Feng Lin (ORCID 0000-0002-5059-4893), Sadhana Puntambekar
Source: International Journal of Science Education. 2025 47(6):769-793.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1418044
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Scaffolding (Teaching Technique), Epistemology, Science Instruction, Instructional Design, Scientific Principles
DOI: 10.1080/09500693.2024.2349973
ISSN: 0950-0693
1464-5289
Abstract: In this paper, we introduce an epistemic scaffolding framework for understanding the nature of support for epistemic growth in science. Our framework distinguishes between two patterns of epistemic scaffolding: implicit and explicit. Implicit epistemic scaffolding encompasses support integrated into contexts, activities, discourse, or tools, exerting an unconscious influence on learners' epistemic thinking and practices. On the other hand, explicit epistemic scaffolding involves intentionally explicating the underlying epistemology of learners' knowledge work. This can manifest in various ways, such as explicit in epistemic structure, explicit in epistemic criteria, and explicit in epistemic goals. Building on the distributed and synergistic scaffolding framework, we also propose a design model to illustrate how explicit and implicit epistemic scaffolding can work together to optimise the support for epistemic growth in science.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498158
Database: ERIC
FullText Text:
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  Data: Epistemic Scaffolding: Understanding and Designing the Support for Epistemic Growth in Science
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  Data: <searchLink fieldCode="AR" term="%22Feng+Lin%22">Feng Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5059-4893">0000-0002-5059-4893</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sadhana+Puntambekar%22">Sadhana Puntambekar</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%22"><i>International Journal of Science Education</i></searchLink>. 2025 47(6):769-793.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Principles%22">Scientific Principles</searchLink>
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  Data: In this paper, we introduce an epistemic scaffolding framework for understanding the nature of support for epistemic growth in science. Our framework distinguishes between two patterns of epistemic scaffolding: implicit and explicit. Implicit epistemic scaffolding encompasses support integrated into contexts, activities, discourse, or tools, exerting an unconscious influence on learners' epistemic thinking and practices. On the other hand, explicit epistemic scaffolding involves intentionally explicating the underlying epistemology of learners' knowledge work. This can manifest in various ways, such as explicit in epistemic structure, explicit in epistemic criteria, and explicit in epistemic goals. Building on the distributed and synergistic scaffolding framework, we also propose a design model to illustrate how explicit and implicit epistemic scaffolding can work together to optimise the support for epistemic growth in science.
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  Data: 2026
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      – SubjectFull: Science Instruction
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