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 |
|---|---|
| Language: | English |
| Authors: | Conrad Borchers (ORCID |
| Source: | Journal of Science Education and Technology. 2025 34(2):384-400. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Problem Solving, Intelligent Tutoring Systems, Learning Strategies, Protocol Analysis, Foreign Countries, Taxonomy, Computation, Thinking Skills, Goal Orientation, Comparative Education, Chemistry |
| Geographic Terms: | United States, Germany |
| DOI: | 10.1007/s10956-024-10197-7 |
| ISSN: | 1059-0145 1573-1839 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463706 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1059-0145 1573-1839 |
| DOI: | 10.1007/s10956-024-10197-7 |
