Adaptive tutored problem-solving in organic chemistry: Infusing instruction based on perceptual and example-based learning

处理外部表征是学习者面临的一个核心挑战，特别是在自然科学领域。例如，公式和反应机理在化学中起着重要作用。本研究以有机化学中的反应机理为例，探讨了理论指导在复杂问题解决过程中处理外部表征的有效性。选定的指令集中在处理从文献中已知的反应机制的具体问题领域。在样例学习中，对问题解决过程的外显表征有助于减轻学生的认知负担，帮助学生发展自己的问题解决策略。此外，特殊的潜力被认为是在知觉学习的整合，因为这种形式的学习旨在自动化模式识别和分类过程，从而可以支持召回和应用已经存在的陈述性知识。结合这两种学习形式，还将研究在解决问题的过程中融入适应性、个性化的支架，能在多大程度上进一步支持学生解决问题。除了开发和评估具体的教学材料外，还将更好地了解如何在解决复杂问题的过程中更好地支持学生。

Dealing with external representations is a central challenge for learners, especially in the natural sciences. For example, formulas and reaction mechanisms play a prominent role in chemistry. In the present project, three studies will be carried out to investigate the effectiveness of theory-based instructions in dealing with external representations in complex problem-solving processes using the example of reaction mechanisms in organic chemistry. The selected instructions focus on specific problem areas in dealing with reaction mechanisms known form the literature. When learning with solved examples, the explicit representation of the problem-solving procedure intends to reduce the students’ cognitive load and to support them in developing their own problem-solving strategies. In addition, special potential is seen in the integration of perceptual learning, as this form of learning aims at automating pattern recognition and classification processes and can thus support the recall and application of already existing declarative knowledge. In combination with these two forms of learning, it will also be investigated to what extent adaptive, individualized scaffolds, integrated in the problem-solving process, can further support students' problem-solving. In addition to the development and evaluation of specific instructional materials, a better understanding of how students can be better supported in complex problem-solving processes will be created.