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Scaffolding for chemistry students – which tools are assessed as being more helpful: stepped supporting tools or task navigators?

Authors
  • Hermanns, Jolanda1
  • 1 Center for Teacher Training and Education and Department of Chemistry, Karl-Liebknechtstraße 24-25, 14476 Potsdam, 14469 , (Germany)
Type
Published Article
Journal
Chemistry Teacher International
Publisher
De Gruyter
Publication Date
Nov 25, 2020
Volume
3
Issue
1
Pages
99–108
Identifiers
DOI: 10.1515/cti-2020-0019
Source
De Gruyter
Keywords
License
Green

Abstract

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 mixed-methods 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.

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