J. Herrmanns
How should stepped supporting tools be designed to support non-major chemistry students while solving tasks in organic chemistry - results of a think-aloud study,
Progress in Science Education 2020, 3, 9-25
DOI: 10.25321/prise.2020.960
In this article the use of stepped supporting tools by non-major chemistry students will be discussed. The students used this scaffold while solving a task on the electrophilic addition on the double bond. To know how the students proceed a think-aloud study with ten students was conducted and will be discussed here. The results show that the students are then successful in solving the task if they have sufficient prior knowledge and methodical skills. When they lack these knowledge or methodical skills the stepped supporting tools can only partly support the students.
Zurück zur Übersicht »