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Scaffolding the development of problem solving skills in chemistry: guiding novice students out of dead ends and false starts

Yuriev, Elizabeth and Naidu, Som and Schembri, Luke and Short, Jen (2017) Scaffolding the development of problem solving skills in chemistry: guiding novice students out of dead ends and false starts. Chemistry Education Research and Practice, 18 (3). pp. 486-504. ISSN 1109-4028

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    Abstract

    To scaffold the development of problem-solving skills in chemistry, chemistry educators are exploring a variety of instructional techniques. In this study, we have designed, implemented, and evaluated a problem-solving workflow – ‘‘Goldilocks Help’’. This workflow builds on work done in the field of problem solving in chemistry and provides specific scaffolding for students who experience procedural difficulties during problem solving, such as dead ends (not being able to troubleshoot) and false starts (not knowing how to initiate the problem-solving process). The Goldilocks Help workflow has been designed to scaffold a systematic problem-solving process with a designation of explicit phases of problem solving, to introduce students to the types of questions/prompts that should guide them through the process, to encourage explicit reasoning necessary for successful conceptual problem solving, and to promote the development of metacognitive self-regulation skills. The tool has been implemented and evaluated over a two-year period and modified based on student and instructor feedback. The evaluation demonstrated a shift in students’ beliefs in their capacities to use the strategies required to achieve successful problem solving and showed their capacity to employ such strategies.

    Item Type: Journal Article
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education > LB2361 Curriculum
    Divisions: Centre for Flexible Learning (CFL)
    Depositing User: Som Naidu
    Date Deposited: 18 Jun 2018 10:16
    Last Modified: 18 Jun 2018 10:16
    URI: http://repository.usp.ac.fj/id/eprint/10855
    UNSPECIFIED

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