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核心挑战，尤其是在自然科学领域。例如，公式和反应机理在化学中起着突出的作用。本项目将开展三项研究，以有机化学反应机制为例，探讨基于理论的指导在复杂问题解决过程中处理外部表征的有效性。所选的指令集中在处理已知的反应机制的具体问题领域。在使用已解例子学习时，问题解决过程的显式表征旨在减少学生的认知负荷，并支持他们制定自己的问题解决策略。此外，在感知学习的整合方面也有特殊的潜力，因为这种形式的学习旨在使模式识别和分类过程自动化，从而可以支持已经存在的陈述性知识的回忆和应用。结合这两种学习形式，还将研究适应性的、个性化的、整合到问题解决过程中的支架在多大程度上能够进一步支持学生的问题解决。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复杂的问题解决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.