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Using Model-based Scaffolds to Support Students Solving Context-based Chemistry Problems
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. (UmSER)ORCID-id: 0000-0002-7688-651X
2018 (engelsk)Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, nr 10, s. 1176-1197Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Context-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students’ problem-solving capabilities. In this paper, students’ approaches when solving context-based chemistry problems and effects of systematic scaffolds are analysed based on the Model of Hierarchical Complexity. Most answers were initially assigned to the lowest level of the model; higher levels were reached without scaffolds only by few students and by most students with scaffolds. The results are discussed with regard to practical implications in terms of how teachers could make use of context-based tasks and aligned scaffolds to help students in this activity.

sted, utgiver, år, opplag, sider
2018. Vol. 40, nr 10, s. 1176-1197
Emneord [en]
Problem solving, scaffolding, context-based learning, open-ended problems, upper secondary chemistry
HSV kategori
Forskningsprogram
kemididaktik
Identifikatorer
URN: urn:nbn:se:umu:diva-145849DOI: 10.1080/09500693.2018.1470350ISI: 000438296900005Scopus ID: 2-s2.0-85046622877OAI: oai:DiVA.org:umu-145849DiVA, id: diva2:1191616
Tilgjengelig fra: 2018-03-19 Laget: 2018-03-19 Sist oppdatert: 2023-03-24bibliografisk kontrollert

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Broman, Karolina

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