Designing scaffolded problem-solving opportunities outside the classroom is essential for continuous student engagement. This project explored developing and implementing video tutorials in an advanced chemistry course to create a student-centred approach to cultivating advanced problem-solving skills. These online video tutorials allowed students to practice advanced reasoning and critical thinking outside class time. In addition, it created an accessible, flexible learning environment with customized practice questions housed directly in the learning management system. The video tutorials are ten minutes long, with the scaffolded multistep problem and adaptive learning exercises. Giving students an environment to practice an organized reasoning process to arrive at the solution permits them to see the interconnectedness between the concepts and their application. This presentation will comprehensively summarize the development and implementation of online video tutorials in an advanced chemistry classroom.

References:

1. Alfieri, L., Nokes-Malach, T. J., & Schunn, C. D. (2013). Learning through case comparisons: A meta-analytic review. Educational Psychologist, 48(2), 87–113. https://doi.org/10.1080/00461520.2013.775712.
2. Broman, K., & Parchmann, I. (2014). Students’ application of chemical concepts when solving chemistry problems in different contexts. Chemistry Education Research and Practice, 15, 516–529. https://doi.org/10.1039/C4RP00051J
3. Caspari, I., Kranz, D., & Graulich, N. (2018). Resolving the complexity of organic chemistry students’ reasoning through the lens of a mechanistic framework. Chemistry Education Research and Practice, 19(4), 1117–1141. https://doi.org/10.1039/C8RP00131F.