Scaffolding for chemistry students – which tools are assessed as being more helpful
- 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.
Author details: | Jolanda HermannsORCiDGND |
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DOI: | https://doi.org/10.1515/cti-2020-0019 |
ISSN: | 2569-3263 |
Title of parent work (English): | Chemistry Teacher International |
Subtitle (German): | Stepped supporting tools or task navigators? |
Publisher: | De Gruyter |
Place of publishing: | Berlin |
Publication type: | Article |
Language: | English |
Date of first publication: | 2020/11/25 |
Publication year: | 2020 |
Release date: | 2021/01/26 |
Tag: | organic chemistry; scaffolding; self-regulated learning; solving of tasks |
Number of pages: | 10 |
Funding institution: | Universität Potsdam |
Funding number: | PA 2020_118 |
Organizational units: | Zentrale und wissenschaftliche Einrichtungen / Zentrum für Lehrerbildung und Bildungsforschung (ZeLB) |
Peer review: | Referiert |
Grantor: | Publikationsfonds der Universität Potsdam |
Publishing method: | Open Access / Gold Open-Access |
License (German): | CC-BY - Namensnennung 4.0 International |
External remark: | Zweitveröffentlichung in der Schriftenreihe Postprints der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe ; 1108 |