Metacognitive scaffolding in chemistry education: Investigating student problem-solving approaches and instructor perspectives and practices

Students struggle to solve chemical problems, as it requires conceptual knowledge and a strong grasp on problem-solving processes. This thesis investigates how and why students succeed or struggle to problem solve. We do so by examining how students solve chemistry problems with the help of a problem-solving aid called Goldilocks Help. This scaffold helps students to become metacognitively aware of their thought processes. By looking at how students solve chemical problems using this scaffold, we better understand ways to help students become better problem solvers.