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Metacognitive Regulation in Organic Chemistry Students: How and Why Students Use Metacognitive Strategies When Predicting Reactivity
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Blackford, Katherine A.; Greenbaum, Julia C.; Redkar, Nikita S.; Gaillard, Nelson T.; Helix, Max R.; Baranger, Anne M. – Chemistry Education Research and Practice, 2023
Problem solving is a key component of authentic scientific research and practice in organic chemistry. One factor that has been shown to have a major role in successful problem solving in a variety of disciplines is metacognitive regulation, defined as the control of one's thought processes through the use of planning, monitoring, and evaluation…
Descriptors: Metacognition, Learning Strategies, Problem Solving, Organic Chemistry
Development of Problem-Solving Skills Supported by Metacognitive Scaffolding: Insights from Students' Written Work
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Kimberly Vo; Mahbub Sarkar; Paul J. White; Elizabeth Yuriev – Chemistry Education Research and Practice, 2024
Despite problem solving being a core skill in chemistry, students often struggle to solve chemistry problems. This difficulty may arise from students trying to solve problems through memorising algorithms. Goldilocks Help serves as a problem-solving scaffold that supports students through structured problem solving and its elements, such as…
Descriptors: Metacognition, Scaffolding (Teaching Technique), Chemistry, Science Instruction
Implementation of Self-Regulatory Instruction to Promote Students' Achievement and Learning Strategies in the High School Chemistry Classroom
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Kadioglu-Akbulut, Cansel; Uzuntiryaki-Kondakci, Esen – Chemistry Education Research and Practice, 2021
The current study investigated the effectiveness of self-regulatory instruction developed based on guided inquiry on 11th grade students' use of learning strategies and achievement in chemistry, compared to traditionally designed chemistry instruction. Additionally, the self-regulatory processes in which students engaged and the development of…
Descriptors: Teaching Methods, Academic Achievement, Learning Strategies, High School Students
Enhancing Students' HOTS in Laboratory Educational Activity by Using Concept Map as an Alternative Assessment Tool
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Ghani, I. B. A.; Ibrahim, N. H.; Yahaya, N. A.; Surif, J. – Chemistry Education Research and Practice, 2017
Educational transformation in the 21st century demands in-depth knowledge and understanding in order to promote the development of higher-order thinking skills (HOTS). However, the most commonly reported problem with respect to developing a knowledge of chemistry is poor mastery of basic concepts. Chemistry laboratory educational activities are…
Descriptors: Thinking Skills, Skill Development, Science Laboratories, Laboratory Training