Session S35 (Monday, 2pm, Life Sciences 013)

P302: Scaffolding metacognition in peer led supplemental instruction sessions

Connie Gabel, Rosemarie DePoy Walker (Metropolitan State College of Denver, USA)

A supplemental instruction program was implemented to help students develop a better understanding of concepts in general chemistry and organic chemistry.   Neural scaffolding was used in conjunction with interactive teaching methods, such as the Socratic method, to help students develop processing and metacognitive skills.   The linking of prior knowledge and anchoring learning with schema were other strategies taught to the peer leaders.   Supplemental Instruction Student Peer Leaders functioned as experts to guide novice students in thinking through the steps needed for solving problems in general chemistry.   The Socratic method was used to scaffold the thinking of organic chemistry students to help them determine solutions to spectroscopy problems.   The peer leaders focused on bridging knowledge gaps to assist students through the processing and thinking involved in solving complex chemistry problems.   Improvements in student learning were assessed.

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