AN INVESTIGATION OF VARIABLES INVOLVED IN CHEMISTRY PROBLEM SOLVING
Abstract
Success in solving science and mathematics problems evidently depends upon variables such as content knowledge, level of intellectual development, the use of heurstics, the ability to construct an appropriate problem representation, and the number of errors committed that remain uncorrected. This study was an effort to learn more about the effect of these and other variables on success in solving chemistry problems. The subjects in this study were thirty college chemistry students and one college chemistry professor. Most of the subjects demonstrated proficiency in basic algebra, chemistry, and cognitive skills. The subjects individually solved chemical stoichiometry problems using the think-aloud technique. Each session was audio-recorded for subsequent analysis of problem solving techniques and chemistry content exhibited by the subjects. The major findings of this study are listed below. (1) Stoichiometry problems involving simultaneous reactions proved to be difficult for most of the subjects involved in this study, regardless of their chemistry background. (2) Successful problem solvers were able to construct and use an appropriate representation for the problems. Unsuccessful problem solvers focused on an inappropriate balanced equation and used an algorithm (the factor-label method) to generate an incorrect answer. (3) Problem representation was found to influence the manner in which individuals apply concepts. Conceptual understanding was found to influence an individual's problem representation. (4) Successful problem solvers appeared to use three levels or modes of representation (symbol, microscopic, and macroscopic) in order to understand the problem. (5) Successful problem solvers exhibited more effective problem solving skills (organization, persistence, evaluation, heuristics, and formal operations) then unsuccessful problem solvers. (6) Both content and process variables are important for successful chemistry problem solving. It is not known whether individuals are able to acquire chemistry concepts because they are proficient with process variables, or whether individuals are able to apply process variables because they understand chemistry concepts.
Degree
Ph.D.
Subject Area
Science education
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