New Perspectives in Science Education

Teaching in the field of higher education is influenced by culture and the implementation of scaffolding strategies can enhance post-formal thinking, creativity and critical thinking. The purpose of this research was to indicate the use of ESPD as a scaffolding strategy in higher education. This research conducted an action research study to investigate the effectiveness of ESPD in higher education. Outcome validity and democratic validity were ensured through interviews with students. The application of ESPD in the lecturing process yielded the following results: 1. Engaging: After presenting the theoretical part, lecturers announced a pause to allow time for reflection and material revision. During this period, students were motivated to independently engage with the subject, conduct internet searches, and assess their pre-existing knowledge and understanding. 2. Sharing: In the second step, students were divided into 2-4 groups to share their perspectives and collaboratively solve problems. This fostered oral communication skills and facilitated the identification of gaps in understanding related to the main goals of the subject. 3. Protocol Writing: Each student summarized, analyzed, and commented on the subject matter, creating connections between different concepts. This step encouraged students to develop their written communication skills and engage in critical analysis. 4. Discussion: The results and viewpoints generated from the previous steps were discussed among students. Throughout this process, the teacher acted as a coach, providing guidance and facilitating the discussion. Based on the findings, it is recommended to employ the ESPD scaffolding strategy in teaching institutions as a means to enhance student learning.

Keywords: Lecturing, scaffolding, scaffolding strategy, higher education, ESPD