A comparison of low spatial ability students and high spatial ability students representation and problem-solving processes on stoichiometry questions
Abstract
This study compared the representations formed and the problem solving processes used by low spatial ability students and high spatial ability students. In the information processing model for problem solving, the first step of representation of prior and current knowledge is important for success in answering a question. Factors influencing the representation and problem solving processes are not known. Twelve high spatial ability students and nine low spatial ability students were interviewed using the Think Aloud method. These interviews were analyzed looking in particular at the number of correct responses, the processes used to answer the question, and the representations formed while answering the question. These two groups of students did not statistically differ in the number of correct responses on the interview questions nor did the two groups of students statistically differ on the accuracy or completeness of the representations formed. The two groups of students did differ on one of the four areas of the Process Coding Form. The low spatial ability students made more structural errors than the high spatial ability students. The low spatial ability students were more likely not to balance the equation, evaluate for a limiting reagent, or use information generated in previous steps. There was no significant difference between the low spatial ability students and high spatial ability students on their ability to organize information as measured with the Process Coding Form. In terms of the information processing model of problem solving, there is little difference between the low spatial ability students and high spatial ability students. However, the low spatial ability students did commit more structural errors which may be related to their lack of prior knowledge. Caution must be used in interpreting and generalizing the results of this study because of the low sample size, low number of correct responses, failure of some students to form representations and the narrow focus of this study on stoichiometry questions.
Degree
Ph.D.
Advisors
Bodner, Purdue University.
Subject Area
Science education
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.
