Details
| Titel in Übersetzung | Problemlösungsstrategien in der Stöchiometrie mit zwei intelligenten Tutorensystemen: Eine länderübergreifende Studie |
|---|---|
| Originalsprache | Englisch |
| Seiten (von - bis) | 384–400 |
| Seitenumfang | 17 |
| Fachzeitschrift | Journal of Science Education and Technology |
| Jahrgang | 34 |
| Frühes Online-Datum | 11 Jan. 2025 |
| Publikationsstatus | Elektronisch veröffentlicht (E-Pub) - 11 Jan. 2025 |
Abstract
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in: Journal of Science Education and Technology, Jahrgang 34, 04.2025, S. 384–400.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Problem-Solving Strategies in Stoichiometry Across Two Intelligent Tutoring Systems: A Cross-National Study
AU - Borchers, Conrad
AU - Fleischer, Hendrik
AU - Yaron, David J.
AU - McLaren, Bruce M.
AU - Scheiter, Katharina
AU - Aleven, Vincent
AU - Schanze, Sascha
N1 - Publisher Copyright: © The Author(s) 2025.
PY - 2025/1/11
Y1 - 2025/1/11
N2 - Intelligent tutoring system (ITS) provides learners with step-by-step problem-solving support through scaffolding. Most ITSs have been developed in the USA and incorporate American instructional strategies. How do non-American students perceive and use ITS with different native problem-solving strategies? The present study compares Stoich Tutor, an ITS with a high level of scaffolding, with ORCCA, an ITS with dynamic scaffolds that can support a range of problem-solving strate- gies. We conducted a think-aloud study with university students in the USA (N = 10) and Germany (N = 11), where students worked with either Stoich Tutor and ORCCA before solving stoichiometry problems on paper. Two human coders derived a coding scheme to investigate the strategies American and German students employ during problem solving on paper without instructional support. We derive a taxonomy of three stoichiometry problem-solving strategies. Next to the American fac- tor labeling method, this taxonomy includes a strategy based on equation transformations and a previously undocumented strategy using abstract symbols to isolate a target variable and then pluck in given values and compute the solution. German students exclusively used the latter strategy, which was not explicitly supported by any of the two tutoring systems. Further, students who did not use the factor-label method for paper-based problem solving, most of whom were German, initially had difficulty setting appropriate goals and working with fractions in the Stoich Tutor. While German students preferred ORCCA based on short interviews, they more often successfully solved problems in Stoich Tutor. Therefore, Stoich Tutor, although misaligned with German instruction, could still support German students’ learning. Still, revisions to ITS based on local instructional cultures could make them potentially more effective and aligned with curricular goals.
AB - Intelligent tutoring system (ITS) provides learners with step-by-step problem-solving support through scaffolding. Most ITSs have been developed in the USA and incorporate American instructional strategies. How do non-American students perceive and use ITS with different native problem-solving strategies? The present study compares Stoich Tutor, an ITS with a high level of scaffolding, with ORCCA, an ITS with dynamic scaffolds that can support a range of problem-solving strate- gies. We conducted a think-aloud study with university students in the USA (N = 10) and Germany (N = 11), where students worked with either Stoich Tutor and ORCCA before solving stoichiometry problems on paper. Two human coders derived a coding scheme to investigate the strategies American and German students employ during problem solving on paper without instructional support. We derive a taxonomy of three stoichiometry problem-solving strategies. Next to the American fac- tor labeling method, this taxonomy includes a strategy based on equation transformations and a previously undocumented strategy using abstract symbols to isolate a target variable and then pluck in given values and compute the solution. German students exclusively used the latter strategy, which was not explicitly supported by any of the two tutoring systems. Further, students who did not use the factor-label method for paper-based problem solving, most of whom were German, initially had difficulty setting appropriate goals and working with fractions in the Stoich Tutor. While German students preferred ORCCA based on short interviews, they more often successfully solved problems in Stoich Tutor. Therefore, Stoich Tutor, although misaligned with German instruction, could still support German students’ learning. Still, revisions to ITS based on local instructional cultures could make them potentially more effective and aligned with curricular goals.
KW - Chemistry Education
KW - intelligent tutoring system (ITS)
KW - Scaffolding
KW - Problem-Solving strategy
KW - Stoichometry
KW - Think-aloud protocols
KW - Stoichiometry
KW - Chemistry education
KW - Problem-solving strategy
KW - Intelligent tutoring systems
UR - http://www.scopus.com/inward/record.url?scp=85217264184&partnerID=8YFLogxK
U2 - 10.1007/s10956-024-10197-7
DO - 10.1007/s10956-024-10197-7
M3 - Article
VL - 34
SP - 384
EP - 400
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
SN - 1059-0145
ER -