Problem Solving: Algorithms and Conceptual and Open-ended Problems in Chemistry

Surif, Johari; Ibrahim, Nor Hasniza

doi:10.1016/j.sbspro.2014.01.1055

Cited by 30 publications

(22 citation statements)

References 22 publications

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“…Surif et al (2014) In a study of non-algorithmic problem solving in chemistry, Tsaparlis (2005) considered field dependence to be a good predictor of problem solving success. Surif et al (2014) In a study of non-algorithmic problem solving in chemistry, Tsaparlis (2005) considered field dependence to be a good predictor of problem solving success.…”

Section: Introductionmentioning

confidence: 99%

Expert vs. novice: approaches used by chemists when solving open-ended problems

Randles

Overton

2015

Chem. Educ. Res. Pract.

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This paper describes the results of a qualitative study using ground theory to investigate the different approaches used by chemists when answering open-ended problems. The study involved undergraduate, industrialist and academic participants who individually answered three open-ended problems using a think aloud protocol. Open-ended problems are defined here as problems where not all the required data are given, where there is no one single possible strategy and there is no single correct answer to the problem. Analysis of the qualitative data identified a limited number of different approaches used to solveopen-ended problems. These approaches were applied to individual participants and these were collated to identify approaches used by each group. The relative quality of solutions developed by each group was also analysed. Analysis showed that undergraduates adopted a greater number of novice-like approaches and produced poorest quality solutions, academics exhibited expert-like approaches and produced the highest quality solutions, whilst industrial chemist's approaches are described as transitional.

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Section: Introductionmentioning

confidence: 99%

Expert vs. novice: approaches used by chemists when solving open-ended problems

Randles

Overton

2015

Chem. Educ. Res. Pract.

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“…Surif et al [12] pointed out that students' success in solving algorithmic tasks in chemistry reaches 96 %, while conceptual 54 % and open 15 %. Papaphotis and Tsaparlis [6] achieved even more alarming results and found that if students are able to solve algorithmic tasks, it does not mean that they can also deal with the conceptual ones.…”

Section: Prior Researchmentioning

confidence: 99%

“…In this type of solutions, the students are usually aware of all the information and its incorporation into a mathematical model, tool, formula and then, the goal is relatively easily achieved [1,3]. This involves the application of knowledge in a usual and standard way [12]. Therefore, algorithm problem is often just a practice, training and is part of the textbook assignments [1].…”

Section: Prior Researchmentioning

confidence: 99%

“…Frank et al [15] claimed that students, in fact, do not solve the problem in this way, they only search for and select an algorithm they could use in the given situation. However, this is to their disadvantage and even restricts them to solve the conceptual problems successfully [12].…”

Section: Prior Researchmentioning

confidence: 99%

“…Conceptual tasks force students to merge, synthesise, and reassess responses, are based on understanding, not automation and routine procedures. They relate to the observed phenomena and assume insights into the chemical nature of the phenomenon explained by students correctly [12]. Nurrenbern and Pickering [17] presented several types of conceptual tasks: multi-level with multiple-choice, with a particle visualisation (including microscopic or symbolic representation), laboratory (data interpretation in a graph, table), demonstration tasks (observing the phenomenon at the macroscopic level), analogy tasks, sets of complementary tasks.…”

Section: Prior Researchmentioning

confidence: 99%

See 2 more Smart Citations

Verifying the Weight of Different Learning Tasks in Student Assessment by Chemistry Teachers

Prokša

Drozdíková

Haláková

2019

Chemistry-Didactics-Ecology-Metrology

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Learning tasks are a great motivation tool in chemistry teaching, necessary in the exposure and fixation part of a teaching process, and also often used when diagnosing the depth and type of student knowledge. Our research analysed the relationship between the student assessment in chemistry and their success in solving memory, algorithmic and conceptual tasks at symbolic, submicroscopic and macroscopic levels. The testing focused on chemical equilibrium, because this topic is appropriate to design and test the tasks. The collected data was evaluated by one-factor ANOVA analysis. We expected that, in comparison to average and weak learners, the excellent ones should be significantly more successful in tackling all the types of tasks and at all levels. However, our findings indicate that this assumption is invalid in the case of conceptual tasks, i.e. the understanding the depth of chemical concepts does not always correlate with the student assessment.

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Calculating the pH of a Strong Acid or a Strong Base Before and After Instruction in General and Analytical Chemistry

2022

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Student performance calculating the pH of a strong acid or strong base solution before and after instruction in general and analytical chemistry courses was investigated using open-response questions in which a pH equation was not provided. Prior to instruction, students in both classes scored very low. General chemistry students lacking prior knowledge to convert concentration to a pH value manipulated the provided numbers in different calculations and analytical chemistry students not activating their prior knowledge used inappropriate mathematical functions. After instruction gains were high in both classes, with the most prevalent error involving the stoichiometric dissociation of a strong base. These results indicate a relatively simple algorithm such as calculating the pH of a strong acid or base may be readily acquired during instruction but may not be strongly retained after the course finishes.

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Problem Solving: Algorithms and Conceptual and Open-ended Problems in Chemistry

Cited by 30 publications

References 22 publications

Expert vs. novice: approaches used by chemists when solving open-ended problems

Expert vs. novice: approaches used by chemists when solving open-ended problems

Verifying the Weight of Different Learning Tasks in Student Assessment by Chemistry Teachers

Calculating the pH of a Strong Acid or a Strong Base Before and After Instruction in General and Analytical Chemistry

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