Investigating students' success in solving and attitudes towards context-rich open-ended problems in chemistry

Abstract

Much research has been carried out on how students solve algorithmic and structured problems in chemistry. This study is concerned with how students solve open-ended, ill-defined problems in chemistry. Over 200 undergraduate chemistry students solved a number of open-ended problem in groups and individually. The three cognitive variables of working memory, M capacity and field dependence-independence were measured. A pre and post activity attitudes questionnaire was administered. The results show that there is a difference between the cognitive variables required for success in traditional algorithmic problems and open-ended problems. The context-rich openended problems significantly shifted students' attitudes towards problem solving.

Field independence: Reviewing the evidence

“…It may also be costly in cognitive terms as it is important for learners to experience other modes of cognitive functioning (Rittschof, ). To help promote the provision of supportive learning environments that foster the development of cognitive ability and make the learning goals explicit so as to allow learners to draw on the most effective strategies in each learning context (Overton & Potter, ; St. Clair‐Thompson et al ., ), an informed understanding of the role of FI in working memory is required.…”

“…The way that learners employ FI in their working memory capacity impacts on how they interact with learning environments and their relative levels of effectiveness (Overton & Potter, ; Stamovlasis et al ., ). Cognitive psychologists have suggested that measures of FI depend on a system of working memory (Bennink & Spoelstra, ).…”

“…Following Witkin et al . 's original description of FI as a cognitive style, it has been variously characterized as: spatial ability (Sternberg, ); perceptual ability (Zhang, ); cognitive ability (Miyake, Witzki, & Emerson, ); an aspect of working memory (Pascual‐Leone, cited in Morra, Gobbo, Marini, & Sheese, ; Overton & Potter, ; Rittschof, ); the ability to disembed a simple stimulus from a complex array of stimuli (Koh & Milne, ; Tinajero & Páramo, ); a cognitive control (Jonassen & Grabowski, ); and a moderator variable involved in separating perceptual signals from noise in visual perception (Tsitsipis, Stamovlasis, & Papageorgiou, ). These varied interpretations of FI highlight the confusion over what is precisely being measured by researchers in the field and the extent to which they fully understand the validity of the measures that they are using and, therefore, the clarity of their rationale and utility of using a specific measure.…”

Assessing student process skills and providing feedback to enhance learning in analytical chemistry

“…14,107,[112][113] The Think-Aloud interview can provide rich insight as to how students are solving problems, but it is used outside of the classroom environment and would not be suitable as a form of ongoing feedback to students. 20,106,[113][114] In Think-Aloud interviews the participant is asked to work through a given prompt by writing down their solution and orally explaining the steps they are taking to solve the problem. [21][22]115 Think-Aloud interviews are a great method for eliciting in-depth insights into how students might solve a problem but are not as practical for use as a more frequent assessment tool in the classroom.…”

“…In lieu of creating assessment materials, other studies have focused on gauging how experts versus novices approach problem solving, but these methods might not accurately depict the students' problem solving process, since novices often lack the content expertise of the experts. 14,99,[123][124][125][126] Many of these studies focused on a dichotomy of problem solving abilities, which might overlook the traits of someone who is at a transitional stage of problem solving. 14,[21][22][127][128][129] Even though Camacho and Good 14 conducted expert-novice studies on a dichotomy, they acknowledge that problem solving ability lies on a continuum.…”