The role of beliefs in general chemistry problem solving
Abstract
Students' beliefs about the nature of chemistry and about learning and problem solving in chemistry establish the psychological context for problem solving. The focus of this study is the role beliefs serve in limiting strategy selection during problem-solving. The study consisted of clinical interviews with nine students throughout the first semester of a year-long general chemistry course for science and engineering majors. The students were presented with a variety of traditional and nontraditional problems in chemistry and non-chemistry contexts in order to probe the influence of belief in establishing a context for the task. Beliefs examined include: the nature of chemistry; sources of chemical knowledge; the role of the teacher, the role of the student; the nature of chemistry problems; how to solve chemistry problems; the role of authority in chemistry; the role of creativity in chemistry; the role of algorithms; one's ability to do chemistry; and how to study chemistry. Results show evidence that beliefs influence (1) selection of algorithms; (2) the degree to which students rely upon algorithms; (3) willingness to examine concepts and to attempt alternate solutions when solving problems; (4) decisions as to when a problem is solved; (5) the degree of evaluation; (6) confidence in one's solution; (7) perceptions of what tasks and problems are "fair" or solvable; and (8) basic approaches to learning and studying chemistry such as determining the appropriateness of relational or instrumental approaches.
Degree
Ph.D.
Advisors
Bodner, Purdue University.
Subject Area
Science education
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