Developing and Applying Stepped Supporting Tools in Organic Chemistry To Promote Students’ Self-Regulated Learning
- Stepped supporting tools were developed and used in the university seminar Organic Chemistry taken by nonmajor chemistry students, which supported self-regulated learning. These supporting tools were also used for accompanying homework, which included a QR code that led to additional supporting tools. The application of stepped supporting tools in the seminars was evaluated by a four-item Likert scale. The students assessed the tools as a helpful instrument for solving tasks in chemistry.
Author details: | Jolanda HermannsORCiDGND, Bernd SchmidtORCiDGND |
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DOI: | https://doi.org/10.1021/acs.jchemed.8b00565 |
ISSN: | 0021-9584 |
ISSN: | 1938-1328 |
Title of parent work (English): | Journal of chemical education |
Publisher: | American Chemical Society |
Place of publishing: | Washington |
Publication type: | Article |
Language: | English |
Date of first publication: | 2018/12/03 |
Publication year: | 2018 |
Release date: | 2021/05/25 |
Tag: | High School/Introductory Chemistry; Organic Chemistry |
Volume: | 96 |
Issue: | 1 |
Number of pages: | 6 |
First page: | 47 |
Last Page: | 52 |
Funding institution: | Potsdam Graduate School (POGS) |
Organizational units: | Mathematisch-Naturwissenschaftliche Fakultät / Institut für Chemie |
Zentrale und wissenschaftliche Einrichtungen / Zentrum für Lehrerbildung und Bildungsforschung (ZeLB) | |
DDC classification: | 5 Naturwissenschaften und Mathematik / 54 Chemie / 540 Chemie und zugeordnete Wissenschaften |
Peer review: | Referiert |