Exploring Effects of High School Students’ Mathematical Processing Skills and Conceptual Understanding of Chemical Concepts on Algorithmic Problem Solving

Abstract

The purpose of the study was to examine the effects of students' conceptual understanding of chemical concepts and mathematical processing skills on algorithmic problem-solving skills. The sample (N = 554) included grades 9, 10, and 11 students in Turkey. Data were collected using the instrument "MPC Test" and with interviews. The MPC Test consists of 3 sections: 8 conceptual questions (Qcu), 8 algorithmic problems (Qcc), 8 mathematics questions (Qm). It was concluded that students' conceptual understanding and mathematical processing skills effected algorithmic problem-solving skills. The effects of conceptual understanding were much more than mathematical processing skills on algorithmic problem-solving skills. According to the MCT Test results, 10 students with high, average, and low grades were interviewed. Qualitative findings were consistent with quantitative results. There is a significant relationship between students' algorithmic skills and their mathematical skills. Also, it was concluded that students' conceptual understandings are effective on solving chemistry problems but solving chemistry problems correctly does not mean chemistry concepts can be understood truly and deeply on a molecular level.

Improvement of Model Student Learning Through The Content of Solutions Guided Discovery Buffer

“…Students are still used to do simple algorithmic problems that can be directly applied to the formula than about algorithmic need reasoning/analysis further. In accordance with the statement Cracolice, et al (2008) in Gultepe, et al (2013) that students are better able to solve problems using an algorithmic strategy rather than understand chemistry concepts that are manipulated into algorithmic. Stamovlasis, et al (2005) stated in his research that the simple algorithmic generate more value higher achievement than algorithmic questions at a higher level and more complex and conceptual questions.…”

Identifikasi Pemahaman Konseptual Dan Algoritmik Siswa Kelas Xi Sman 4 Banda Aceh Pada Materi Termokimia Tahun Ajaran 2014/2015

“…Begitu juga dalam mempelajari kimia. Pada umumnya belajar kimia sulit bagi banyak siswa (Gultepe, 2013). Ada banyak faktor yang menghambat siswa belajar kimia yaitu, keterampilan yang memadai seperti algoritmik, struktur hirarkis konsep, buku teks, dan metode pembelajaran.…”

How Students Solve The Logarithm? Conceptual and Procedural Understanding

“…In other words, the students with medium conceptual understanding would tend to be weak even though they had good procedural understanding. Gultepe, et al (2013) stated that conceptual understanding and processing ability in mathematics would influence problem solving ability; however, conceptual understanding had stronger role in reaching maximum result. This research result was also supported by Hiebert and Levefre's (1986) opinion, stating that children with procedural understanding might be more intelligent in solving problem.…”