Make worked examples count in quantitative chemistry

14–16 and 16–18 students are often able to follow steps to answer a specific problem type correctly when learning quantitative chemistry. But they struggle when they’re faced with a mixture of different, unfamiliar problems to solve. This suggests that they follow procedures without a deep understanding of why individual steps are important. Read this article to discover four approaches to encourage students to use self-explanation in worked examples and tackle unfamiliar problems and identify mistakes. Using these step-by-step approaches can help build learners’ confidence, engagement and understanding too.