Further studies on concept learning versus problem solving

Pickering, Miles

doi:10.1021/ed067p254

Cited by 147 publications

(143 citation statements)

References 2 publications

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“…If students have been exposed to tasks that are categorized as conceptual often enough, they may have constructed useful heuristics that allow for facile answers to these questions, regardless of the putative conceptual nature of the item. In the early research in this field (1)(2)(3)(4)(5)(6)(7)(8), there is little chance that the subjects had such heuristics, because the items were quite novel. Over the past two decades, more test items have emerged that are conceptual based.…”

Section: Discussionmentioning

confidence: 99%

“…Note that this pair was not used on the released exam so it can be reproduced here and referred to as an example of the paired-item format. It is also important to note that this conceptual item does not involve particulate-level representations of chemical systems as were used in the original work (1)(2)(3)(4)(5)(6)(7)(8). There are conceptual items on the exam that utilize diagrammatic representations, but the construction of conceptual items is notably broader than this construct.…”

Section: Exam Development and Structurementioning

confidence: 99%

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Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education?

Holme

Murphy

2011

ACS Symposium Series

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Studies over the past two decades have emphasized a gap between relatively weak student performance on conceptual items versus traditional items. The ACS Examinations Institute has released a pair of exams for general chemistry in which items are intentionally paired with one conceptual and one traditional item. This paper describes data from statistical analysis of the item pairs, and notes that for these exams, this gap is not evident, as overall performance is better on conceptual items. Studies over the past two decades have emphasized a gap between relatively weak student performance on conceptual items versus traditional items. The ACS Examinations Institute has released a pair of exams for general chemistry in which items are intentionally paired with one conceptual and one traditional item. This paper describes data from statistical analysis of the item pairs, and notes that for these exams, this gap is not evident, as overall performance is better on conceptual items. Possible implications for teaching and for research in Chemistry Education are noted.

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Section: Discussionmentioning

confidence: 99%

Section: Exam Development and Structurementioning

confidence: 99%

Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education?

Holme

Murphy

2011

ACS Symposium Series

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“…In addition, because improved test scores is a ubiquitous measure of academic achievement, evidence for improved learning is inferred from higher scores. And while this might be an indicator, we also know that students can learn to pass tests, particularly multiple choice ones, without learning the underlying concepts (30)(31)(32)(33)(34). …”

Section: The Adapt and Adopt Communitymentioning

confidence: 99%

The Most Beautiful Theories

Coppola

2007

J. Chem. Educ.

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Two centuries of scholarly practices have transformed the way research is done. The modern research group, as a relatively recent advance, provides faculty advisors and students with a mutually beneficial relationship, namely, taking on large and complex scientific problems in exchange for scholarly professional development. An argument for understanding the scholarship of teaching and learning is made by defining, and then broadening, a basis set of four characteristics of scholarship in research.

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“…Conceptual understanding is defined as a skill to determine which relevant and important idea to a problem and its accuracy in understanding the relation among microscopic attitude, macroscopic observation and symbol/ notation used to represent both [8,9,10,11].…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Two-tier Multiple Choice (TTMC) to Analyse Students' Conceptual Understanding Profile on Heat and Temperature

Sukarmin¹,

Suparmi²,

Ratnasari³

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Conceptual understanding and physics learning process are related to each other. Conceptual understanding makes students able to transform knowledge into multiple representations and application in daily life. The aim of this research is to analyse students' conceptual understanding of heat and temperature by applying instrument Two-tier Multiple Choice (TTMC). This research is a descriptive research with subjects of the research are students of 10th grade in Surakarta in the academic year of 2016/2017 that represents the school with a high, medium and low category. Before instrument TTMC tested to sample, instrument validated by an expert. The instrument TTMC has good content validity between 0.89 -1, the reliability of the first tier is 0.82, the second tier is 0.70, difficulty index is a medium category, and distractor index has good function. Based on the data and analysis, most of students in high, medium and low categorized school have low concept understanding in temperature and expansion, in other concepts (heat, Black principle and heat transfer) they have adequate understanding. From this research, teachers know the students" concept understanding, so teachers can choose the suitable learning method in physics learning activities and teachers can develop and apply two-tier multiple choice as alternative instrument to measure students" conceptual understanding.

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Further studies on concept learning versus problem solving

Abstract: Are there two kinds of students, some who possess an ability to do conceptual problems and some who can do mathematical problems without molecular understanding?

Cited by 147 publications

References 2 publications

Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education?

Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education?

The Most Beautiful Theories

The Implementation of Two-tier Multiple Choice (TTMC) to Analyse Students' Conceptual Understanding Profile on Heat and Temperature

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