Problem-Solving Strategies in Stoichiometry Across Two Intelligent Tutoring Systems: A Cross-National Study.
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| Title: | Problem-Solving Strategies in Stoichiometry Across Two Intelligent Tutoring Systems: A Cross-National Study. |
|---|---|
| Authors: | Borchers, Conrad1 (AUTHOR) cborcher@cs.cmu.edu, Fleischer, Hendrik2 (AUTHOR), Yaron, David J.1 (AUTHOR), McLaren, Bruce M.1 (AUTHOR), Scheiter, Katharina3 (AUTHOR), Aleven, Vincent1 (AUTHOR), Schanze, Sascha2 (AUTHOR) |
| Source: | Journal of Science Education & Technology. Apr2025, Vol. 34 Issue 2, p384-400. 17p. |
| Subject Terms: | *Intelligent tutoring systems, *Protocol analysis (Cognition), *Chemistry education, *Problem solving, *College students, *Word problems (Mathematics) |
| Abstract: | 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 strategies. 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 factor 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183971595 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Problem-Solving Strategies in Stoichiometry Across Two Intelligent Tutoring Systems: A Cross-National Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Borchers%2C+Conrad%22">Borchers, Conrad</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cborcher@cs.cmu.edu</i><br /><searchLink fieldCode="AR" term="%22Fleischer%2C+Hendrik%22">Fleischer, Hendrik</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yaron%2C+David+J%2E%22">Yaron, David J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McLaren%2C+Bruce+M%2E%22">McLaren, Bruce M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Scheiter%2C+Katharina%22">Scheiter, Katharina</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Aleven%2C+Vincent%22">Aleven, Vincent</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schanze%2C+Sascha%22">Schanze, Sascha</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Apr2025, Vol. 34 Issue 2, p384-400. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Intelligent+tutoring+systems%22">Intelligent tutoring systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Protocol+analysis+%28Cognition%29%22">Protocol analysis (Cognition)</searchLink><br />*<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Word+problems+%28Mathematics%29%22">Word problems (Mathematics)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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 strategies. 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 factor 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10956-024-10197-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 384 Subjects: – SubjectFull: Intelligent tutoring systems Type: general – SubjectFull: Protocol analysis (Cognition) Type: general – SubjectFull: Chemistry education Type: general – SubjectFull: Problem solving Type: general – SubjectFull: College students Type: general – SubjectFull: Word problems (Mathematics) Type: general Titles: – TitleFull: Problem-Solving Strategies in Stoichiometry Across Two Intelligent Tutoring Systems: A Cross-National Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Borchers, Conrad – PersonEntity: Name: NameFull: Fleischer, Hendrik – PersonEntity: Name: NameFull: Yaron, David J. – PersonEntity: Name: NameFull: McLaren, Bruce M. – PersonEntity: Name: NameFull: Scheiter, Katharina – PersonEntity: Name: NameFull: Aleven, Vincent – PersonEntity: Name: NameFull: Schanze, Sascha IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10590145 Numbering: – Type: volume Value: 34 – Type: issue Value: 2 Titles: – TitleFull: Journal of Science Education & Technology Type: main |
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