The Task Navigator Following the STRAKNAP Concept: Development, Application, and Evaluation of a New Scaffold to Support Nonmajor Chemistry Students while Solving Tasks in Organic Chemistry

Autor/in	Hermanns, Jolanda
Titel	The Task Navigator Following the STRAKNAP Concept: Development, Application, and Evaluation of a New Scaffold to Support Nonmajor Chemistry Students while Solving Tasks in Organic Chemistry
Quelle	In: Journal of Chemical Education, 98 (2021) 4, S.1077-1087 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hermanns, Jolanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.0c01162
Schlagwörter	Scaffolding (Teaching Technique); Organic Chemistry; Science Instruction; Teaching Methods; Student Attitudes; Problem Solving; Knowledge Level; College Students; Nonmajors; Program Effectiveness; Program Development; Program Implementation; Program Evaluation + Suchen Sie Ihr Suchwort? Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Problemlösen; Wissensbasis; Collegestudent; Programmplanung; Programme evaluation; Programmevaluation
Abstract	Educational Scaffolding was first mentioned in 1976 by Wood et al. Several examples for scaffolding in chemistry are also known from the literature. As written scaffolds, stepped supporting tools to support students while solving problems in organic chemistry were developed, applied, and evaluated. Although the students rated the tool as very helpful, a think-aloud study showed that the support given by this scaffold was not sufficient. As a further development of stepped supporting tools, task navigators were therefore developed, applied, and evaluated. This new scaffold gives tips on strategy, knowledge, and application of knowledge after the STRAKNAP concept. The evaluation of this tool shows that the students rated the tool as being very helpful. A think-aloud study showed that the scaffold supports the students while they solve a problem. Because of the stepwise construction of the task navigators and the providing of the knowledge needed for the application, the students can solve parts of the task successfully even if they do not solve all parts correctly; the students can always start from scratch. When students use the tool regularly, their knowledge of organic chemistry increases compared to students who did not use the tool at all. The task navigator is not only a scaffold for the content of the task but also for the development of methodological competences on the field of strategies and applying knowledge. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01