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  - 
TY  - JOUR
A1  - Hermanns, Jolanda
T1  - Das erweiterte Fachwissen für den schulischen Kontext
BT  - Anwendung des Konstruktes zur Entwicklung von Aufgaben und Lehrformaten in der Organischen Chemie
JF  - PSI-Potsdam: Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2019-2023) (Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung ; 3)
N2  - Das Konstrukt des erweiterten Fachwissens für den schulischen Kontext, welches in der ersten Förderphase von PSI-Potsdam entwickelt wurde, diente als Grundlage für die Entwicklung von Aufgaben, Lehrformate sowie einem Laborpraktikum im Bereich organischer Chemie. Eine Delphi-Studie wurde zur Validierung der Anwendung des Konstruktes auf die organische Chemie durchgeführt. Alle Aufgaben und Lehrformate wurden in Mixed-Methods-Studien evaluiert. Es zeigte sich, dass die Studierenden sowohl die Aufgaben als auch die Lehrformate und das Praktikum als relevant für ihren späteren Beruf als Chemielehrkräfte bewerteten.
N2  - The construct school related content knowledge, that was developed in the first phase of PSI-Potsdam, has been used as theoretical basis for the development of tasks, learning formats and a laboratory internship on organic chemistry. A Delphi study to validate the application of the construct on organic chemistry has been conducted. All tasks and learning formats have been evaluated using mixed methods designs. It has been shown that the students rate the tasks as well as the learning formats and the internship as relevant for their future profession as a chemistry teacher.
KW  - Organische Chemie
KW  - Fachwissen
KW  - Lehramtsstudierende
KW  - Laborpraktikum
KW  - organic chemistry
KW  - subject knowledge
KW  - preservice teachers
KW  - laboratory internship
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-617617
SN  - 978-3-86956-568-2
SN  - 2626-3556
SN  - 2626-4722
IS  - 3
SP  - 193
EP  - 203
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -