J. Hermanns, B. Schmidt
Developing and Applying Stepped Supporting Tools in Organic Chemistry To Promote Students’ Self-Regulated Learning
J. Chem. Ed. 2019, 96, 47-52
DOI: 10.1021/acs.jchemed.8b00565
To support the self-regulated learning of students, stepped supporting tools were developed and applied in the university seminar Organic Chemistry for nonmajor chemistry students. The stepped supporting tools were evaluated using a four-item Likert scale in order to verify the hypotheses: Stepped supporting tools show the logical way to solve an exercise, stepped supporting tools help to focus on the essence of the exercise and stepped supporting tools are especially suitable for solving complex tasks. The students assessed the stepped supporting tools as useful and verified the first two hypotheses. An additional evaluation showed that stepped supporting tools are very suitable for complex tasks. Therefore the third hypothesis is also verified. Stepped supporting tools proved to be a useful scaffold for promoting self-regulated learning.\\\\r\\\\n
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