The enhancement of chemistry students' skill in problem solving through problem categorization is the focus of this study. Twenty-four students in a freshman chemistry course for health professionals are taught how to solve problems using the explicit method of problem solving (EMPS) (Bunce & Heikkinen, 1986). The EMPS is an organized approach to problem analysis which includes encoding the information given in a problem (Given, Asked For), relating this to what is already in long-term memory (Recall), and planning a solution (Overall Plan) before a mathematical solution is attempted. In addition to the EMPS training, treatment students receive three 40-minute sessions following achievement tests in which they are taught how to categorize problems. Control students use this time to review the EMPS solutions of test questions. Although problem categorization is involved in one section of the EMPS (Recall), treatment students who received specific training in problem categorization demonstrate significantly higher achievement on combination problems (those problems requiring the use of more than one chemical topic for their solution) at ( p = 0.01) than their counterparts. Significantly higher achievement for treatment students is also measured on an unannounced test ( p = 0.02). Analysis of interview transcripts of both treatment and control students illustrates a "Rolodex approach' to problem solving employed by all students in this study. The Rolodex approach involves organizing equations used to solve problems on mental index cards and flipping through them, matching units given when a new problem is to be solved. A second phenomenon observed during student interviews is the absence of a link in the conceptual understanding of the chemical concepts involved in a problem and the problem-solving skills employed to correctly solve problems. This study shows that explicit training in categorization skills and the EMPS can lead to higher achievement in complex problem-solving situations (combination problems and unannounced test). However, such achievement may be limited by the lack of linkages between students' conceptual understanding and improved problem-solving skill.Many students in introductory chemistry courses have difficulty solving chemistry problems. Chemistry problems used in this study include at least one mathematical manipulation for their solutions and are typical of problems found in textbooks. Researchers often classify many textbook problems as exercises because they can be solved with the use of algorithms rather than by creating novel solutions (Bodner, 1987). However, some stoichiometry exercises often cannot be solved by employing algorithms blindly.As a result, stoichiometry has often been the focus of problem-solving studies (Bunce
Public and people-centred advocacy are shaped by the political culture, social systems, and constitutional framework of the country in which they are practised. It is the practice of advocacy that determines the theory, and not vice versa. If advocacy is not rooted in grassroots realities and is practised only at the macro level, the voice of the marginalised is increasingly likely to be appropriated by professional elites. However, the very credibility of advocacy practitioners depends on their relationship with mass-based movements and grassroots perceptions of what constitutes desirable social change.
There is no clear-cut boundary between Free and Open Source Software and Open Scholarship, and the histories, practices, and fundamental principles between the two remain complex. In this study, we critically appraise the intersections and differences between the two movements. Based on our thematic comparison here, we conclude several key things. First, there is substantial scope for new communities of practice to form within scholarly communities that place sharing and collaboration/open participation at their focus. Second, Both the principles and practices of FOSS can be more deeply ingrained within scholarship, asserting a balance between pragmatism and social ideology. Third, at the present, Open Scholarship risks being subverted and compromised by commercial players. Fourth, the shift and acceleration towards a system of Open Scholarship will be greatly enhanced by a concurrent shift in recognising a broader range of practices and outputs beyond traditional peer review and research articles. In order to achieve this, we propose the formulation of a new type of institutional mandate. We believe that there is substantial need for research funders to invest in sustainable open scholarly infrastructure, and the communities that support them, to avoid the capture and enclosure of key research services that would prevent optimal researcher behaviours. Such a shift could ultimately lead to a healthier scientific culture, and a system where competition is replaced by collaboration, resources (including time and people) are shared and acknowledged more efficiently, and the research becomes inherently more rigorous, verified, and reproducible.
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