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Using Model-Based Scaffolds to Support Students Solving Context-Based Chemistry Problems

Using Model-Based Scaffolds to Support Students Solving Context-Based Chemistry Problems

Authors :
Broman, Karolina
Bernholt, Sascha
Parchmann, Ilka
Source :
International Journal of Science Education. 2018 40(10):1176-1197.
Publication Year :
2018

Abstract

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.

Details

Language :
English
ISSN :
0950-0693
Volume :
40
Issue :
10
Database :
ERIC
Journal :
International Journal of Science Education
Publication Type :
Academic Journal
Accession number :
EJ1184661
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1080/09500693.2018.1470350