Solving quantitative problems: guidelines for teaching derived from research

Kramers-Pals, Hennie; Pilot, Albert

doi:10.1080/0950069880100504

Cited by 4 publications

(3 citation statements)

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“…Since the 1950s, there has been increased interest in developing general approaches to explain the phases that expert problem-solvers use (see, e.g., Ausubel & Robinson, 1971;Mettes et al, 1980Mettes et al, , 1981Reif, 1983;Gagne, 1985;Kramers-Pals & Pilot, 1988;Lee & Fensham, 1996;McCalla, 2003). Many problem-solving approaches in current use are based on Polya's (1957) framework which involves four phases: understanding, planning, carrying out the plan, and looking back.…”

Section: Problem Solving Strategies In Chemical Educationmentioning

confidence: 99%

“…Kramers-Pals, Lambrechts and Wolff (1983) suggest that for an expert, a 'problem' is not a real problem but a standard problem for which a problem-solving routine is applied. Partly for this reason many educators, being experts, mentally engage in a variety of problem-solving steps and because of this, they unconsciously fail to teach students all the reasoning and steps involved in problem-solving, especially steps related to the planning and checking stages that are essential in solving a problem (Kramers-Pals & Pilot, 1988). However, some studies suggest that success in problem-solving depends on a combination of strong domain knowledge, knowledge of problem-solving strategies, and confidence (Ashmore, Frazer & Cassey, 1979;Kramers-Pals & Pilot, 1988).…”

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The Development, Implementation, and Evaluation of a Problem Solving Heuristic

Lorenzo¹

2005

Int J Sci Math Educ

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Problem-solving is one of the main goals in science teaching and is something many students find difficult. This research reports on the development, implementation and evaluation of a problem-solving heuristic. This heuristic intends to help students to understand the steps involved in problem solving (metacognitive tool), and to provide them with an organized approach to tackling problems in a systematic way. This approach guides students by means of logical reasoning to make a qualitative representation of the solution of a problem before undertaking calculations, using a 'backwards strategy,' which thus comprises a cognitive tool. The findings of the study suggest that students found the heuristic useful in setting up and solving quantitative chemical problems, and helped them to understand the phases of the problem solving process. Possible applications of the heuristic in the classroom include its use in formative assessment, to identify and to overcome student alternative conceptions, problem-solving in a cooperative environment, and to reduce the gender gap in science.

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Section: Problem Solving Strategies In Chemical Educationmentioning

confidence: 99%

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confidence: 99%

The Development, Implementation, and Evaluation of a Problem Solving Heuristic

Lorenzo¹

2005

Int J Sci Math Educ

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“…Desde un punto de vista epistemológico, la ciencia como actividad humana está dirigida fundamentalmente a resolver problemas y, asumiendo que en el campo educativo cualquier disciplina debe ser fiel a su propia naturaleza, en la enseñanza de las ciencias, y en concreto en el caso de la física, la resolución de problemas debe ser contemplada como una tarea básica a realizar por profesores y alumnos. En la línea apuntada, los investigadores en este campo han llevado a cabo un elevado número de trabajos intentando, por un lado, describir modelos sobre cómo los sujetos resuelven problemas, lo que se ha venido en denominar estudios experto-novato (Larkin y Reif, 1979 ;Reif y Heller, 1982;Chi et al, 1988;Eylon y Linn, 1988;López-Rupérez, 1991;Glaser, 1992) y, por otro, desarrollar propuestas metodológicas diseñadas explícitahente para enseñar a los estudiantes a resolver problemas con la característica común de haber evaluado su nivel de eficacia dentro del aula (Mettes et al, 1980;Caillot y Dumas, 1987;Kramers y Pilot, 1988y Selveratnam, 1990. Como conclusión de las investigaciones realizadas, podemos decir que existe consenso en el sentido siguiente: Hay que enseñar de forma especfica procedimientos para que los alumnos aprendan a resolver problemas en el campo de las ciencias.…”

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Una estrategia de cambio conceptual en la enseñanza de la física: la resolución de problemas como actividad de investigación

Nieto¹,

Aznar²

1997

ensciencias

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We present in this paper the main results of a research aimed at the study of a learninglteaching process directed to familiarise the students with a researching methodology of open problem solving centered in the Physics field. We have studied how this process favours in the students a conceptual change, incardinated in the learning constructivist theory and whether this change lasts with time and is joined by a positive attitude towards the scientific learning.

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The assessment of quantitative problem-solving skills with “none of the above”-items (NOTA items)

et al. 2001

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In this contribution we concentrate on the features of a particular item format: items having as the last option "none of the above" (NOTA items). There is considerable dispute on the advisability of the usage of NOTA items in testing. Some authors come to the conclusion that NOTA items should be avoided, some come to neutral conclusions while others argue that NOTA items are optimal test items. In this article, we provide evidence to this discussion by conducting protocol analysis on written statements of examinees while answering NOTA items. In our investigation, a test containing 30 multiple-choice items was administered from 169 university students. The results show that NOTA options appear to be more attractive than options with specified solutions in those cases where a problemsolver fails. Also, a relationship is found between the quality of (incorrect) problemsolving and the choice of NOTA items: the more qualitative the incorrect problemsolving process is, the more likely the student is to choose for NOTA items. Overall, our research supports the statement that 'the more confidence an examinee has in his worked solution, which is inconsistent with one of the specified solutions, the more eager he seems to choose "none ofthe above".

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Solving quantitative problems: guidelines for teaching derived from research

Cited by 4 publications

References 13 publications

The Development, Implementation, and Evaluation of a Problem Solving Heuristic

The Development, Implementation, and Evaluation of a Problem Solving Heuristic

Una estrategia de cambio conceptual en la enseñanza de la física: la resolución de problemas como actividad de investigación

The assessment of quantitative problem-solving skills with “none of the above”-items (NOTA items)

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