TY  - JOUR
A1  - Hermanns, Jolanda
T1  - Scaffolding for chemistry students – which tools are assessed as being more helpful
BT  - Stepped supporting tools or task navigators?
JF  - Chemistry Teacher International
N2  - In this paper the use of two different scaffolds in a seminar on the topic of heterocycles is discussed. The students first used both scaffolds (stepped supporting tools and a task navigator) on two tasks and could then choose for one other task the scaffold that suited them more. The scaffolds were evaluated in a mixedmethods study by the use of questionnaires and the conducting of a focus group interview. Both scaffolds were assessed as being helpful. However, students who thought they didn’t need different sorts of tips, as provided by the task navigator, chose the stepped supporting tools. All students reflected on their use of the scaffolds; their choices for one of both are therefore well-founded. As the reasons for choosing the scaffold are very individual, in future seminars both types of scaffolds will be provided.
KW  - organic chemistry
KW  - scaffolding
KW  - self-regulated learning
KW  - solving of tasks
Y1  - 2020
U6  - https://doi.org/10.1515/cti-2020-0019
SN  - 2569-3263
PB  - De Gruyter
CY  - Berlin
ER  - 
TY  - GEN
A1  - Hermanns, Jolanda
T1  - Scaffolding for chemistry students – which tools are assessed as being more helpful
BT  - Stepped supporting tools or task navigators?
T2  - Postprints der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe
N2  - In this paper the use of two different scaffolds in a seminar on the topic of heterocycles is discussed. The students first used both scaffolds (stepped supporting tools and a task navigator) on two tasks and could then choose for one other task the scaffold that suited them more. The scaffolds were evaluated in a mixedmethods study by the use of questionnaires and the conducting of a focus group interview. Both scaffolds were assessed as being helpful. However, students who thought they didn’t need different sorts of tips, as provided by the task navigator, chose the stepped supporting tools. All students reflected on their use of the scaffolds; their choices for one of both are therefore well-founded. As the reasons for choosing the scaffold are very individual, in future seminars both types of scaffolds will be provided.
T3  - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 1108 
KW  - organic chemistry
KW  - scaffolding
KW  - self-regulated learning
KW  - solving of tasks
Y1  - 2021
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-491001
SN  - 1866-8372
IS  - 1108
ER  -