Concept learning versus problem solving: Is there a difference?

Abstract

Chemical educators have often assumed that success in solving mathematical problems should indicate mastery of a chemical concept. To this end, we have developed algorithms. However, Nurrenbern and Piekering (1) and Pick-ering (2) found little connection between solving an algo-rithmically-based problem and understanding the chemical concept behind that problem. Sawrey (3) further supported Nurrenbern and Pickering's findings. These studies quantitatively evaluated success in solving a conceptual problem versus a similar algorithmic problem. These studies found that many students could not use chemical concepts to solve conceptual problems. These findings were further supported by Nakhleh (4). Nakhleh found that across all levels of first-year chemistry students (from remedial to honors) conceptual problem solving ability lagged far behind algorithmic problem-solving ability. She determined through the use of paired exam questions, that a sizable percentage (31% in that sample) of our firsbyear students are low conceptualhigh algorithmic students; students adept a t solving problems with algebraic equations, hut having only limited understanding of the chemistry behind their algorithmic manipulations. In the present study our objective was to ascertain what students do think about when they solve conceptual and algorithmic problems and to determine further if there are differences andlor preferences in their approach to each. We. therefore. used aired exam auestions on rras laws to select studentsfor interviews. In tke interviewwe probed their conce~tual understandinrr and their ~roblem solvine in detail. w e tried to determhe how the' students weni about solving a conceptual problem versus an algorithmic problem. We also endeavored to probe their preferences for solving either type of problem. Method Our sample consisted of 60 freshmen chemistry students who were all enrolled in the same introductory course for declared chemistry majors. No other majors were represented in this sample. The professor for the course used a traditional problem-oriented lecture approach. This study was completed in two parts. The first part of the study used the paired questions technique to identify students as being either conceptual or algorithmic problem solvers. Two problems-one conceptual gas law problem and one algorithmic gas law problem-were placed on the third exam in the course where gas laws were being examined. Success or failure on these were recorded and students were grouped in one of four categories: High AleorithmiJHirrh Conce~tual (answerine both ~ m b l e m s coFrectly,; ~ i ~ t ~ l ~ o r i t h m i r / ~ o w ~once&al (&swering the conceptual prohlem incorrectly J; Low AlgorithmiJHigh Conceptual (answering the algorithmic problem incor-rwtlv); Low AleorithmidLow Conce~tual (answering nei-Problem I. The following diagram represents a cross-sectional area of a rigid sealed steel tank filled with hydrogen gas at 20 ' C and 3 atm pressure. The dots represent the distribution of all the hydrogen molecules in the tank....

Mathematical Understanding vs. Engineering Understanding: Engineering Students’ Perceptions

“…Technique in mathematics is necessary, but it does not display the conceptual difficulties of an issue and how a student is able to cope with these difficulties. Nurrenbern and Pickering (1987) report that students who solved numerical problems correctly were not necessarily able to solve conceptual problems. They found that students rely more on algorithmic techniques than on reasoning skills.…”

Influence de la nature du texte d'un film de chimie sur son utilisation par un apprenant / Influence of the nature of the narration of a chemical education movie on its use by students

“…qui font également partie des questions que l'on rencontre pourtant dans l'enseignement de Ia chimie. Léquivalence entre les capacités à répondre à des questions et Ia compréhension conceptuelle de Ia chimie a d'ailleurs été réfutée (Nurrenbern & Pickering, 1987). Aucun algorithme (Bodner, 1987) n'était requis pour répondre aux questions posées.…”

Représentations et conceptions des élèves grecs par rapport au concept d'équilibre chimique / Greek pupils' representations and conceptions about the chemical equilibrium concept

“…L'enseignement est également conditionné par les manuels scolaires qui insistent sur l'aspect quantitatif des concepts de chimie plutôt que sur le développement du raisonnement qualitatif des élèves (Camacho & Good, 1989 ;Nurrenbern & Pickering, 1987). Pour preuve, plusieurs enseignants sont convaincus que les activités de résolution de problèmes sont quasi-équivalentes à l'enseignement des concepts scientifiques (Sawrey, 1990) et que l'habileté à résoudre des problèmes et à faire des calculs conduit à l'apprentissage des concepts scientifiques (Niaz, 1995).…”

“…Le détail concernant le développement et le contenu du logiciel sera présenté dans un autre article. (Ben-Zvi et al, 1987 ;Nurrenbern & Pickering, 1987 ;Garnett et al, 1995 ;Martinand, 1986). Pourtant, comme il n'y pas de données de recherche concernant les problèmes de représentation au niveau moléculaire et au niveau empirique d'un système de substances en équilibre chimique, le premier but de notre recherche était d'apporter des éléments de réponse dans ce domaine.…”