Teaching and learning problem solving in science: Part II: Learning problem solving in a thermodynamics course

Mettes, C.T.C.W.; Pilot, Albert; Roossink, H.J.; Kramers-Pals, Hennie

doi:10.1021/ed058p51

Cited by 42 publications

(17 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%

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%

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

Lorenzo¹

2005

Int J Sci Math Educ

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“…Key relations must be formulated in such a way as to ensure their usefulness in the transformation of the problem. After a few lectures on a given topic the students are asked to produce a summary of key relations (a KR chart, see Mettes et al [ , 1981) for that topic. Before they start working on problems in class, the teacher discusses these designs.…”

Section: Key Relationsmentioning

confidence: 99%

Linking factual and procedural knowledge in solving science problems: A case study in a thermodynamics course

1981

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Well-specified problems of the type presented boxed in the introduction to this article are extremely common in science courses. Unfortunately, this does not mean that students find them easy to solve, even when a teacher provides model answers to problems which differ only marginally (in the teacher's eyes) from those put before the students. The central difficulty with such courses is that they do not embody instructional principles that reflect students' need for "direction" in problem solving. In this article, we describe how the necessary heuristics and strategic knowledge were built into the remake of a conventional thermodynamics course. In contrast to mainstream American work on learning problem solving we chose to direct our curriculum reconstruction using the Gal'perin theory of stage-by-stage formation of mental actions and Landa's description of the "through" systematization of knowledge. As indicated by both, we first developed an integrated system of instructional objectives: a programme of actions and methods (PAM) to solve problems in thermodynamics. Then the plan of instruction was designed. This plan indicates which instructional procedures and materials should be used to realize the instructional functions, derived from the learning theory. The evaluation design contained two control and three experimental courses. In discussing our main findings, we consider the generalizability of the procedures we followed in constructing the PAM and the instructional plan.

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“…The reason for this has been ascribed by Gil Perez (1982) to the fact that pupils possibly make a mechanical assimilation of what is given to them as knowledge through verbal transmission by the teacher. Gil Perez andMartinez Torregrosa (1981,1983) suggest that the 'problem-solving-problem' can perhaps be solved by (i) abandoning teaching strategies which regard problem-solving as a simple exercise in the application of a theory, since they lead the pupil into a potential well from where he makes an attempt to escape (i.e., to solve the problem) only if he can obtain a ladder in the form of a 'recognizable ' problem (Mettes et al 1980), and (ii) adopting teaching strategies that duly reflect the process and the nature of investigation (Hudgins 1966, Riche 1978, Mettes et al 1981.…”

Section: Research Reportsmentioning

confidence: 99%

Can problem‐solving in physics give an indication of pupils’ ‘process knowledge'?

Mohapatra¹

1987

International Journal of Science Education

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Teaching and learning problem solving in science: Part II: Learning problem solving in a thermodynamics course

Abstract: In "Part I: A General Strategy," which appeared in the to a specific direction. Figure 2 shows such a completed ~revious issue of THIS JOURNAL.' we descrihed a systematic worksheet. approach to problem solving. In this part, we will describe in The jtudrnL?i :n a yrimp w

Cited by 42 publications

References 1 publication

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

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

Linking factual and procedural knowledge in solving science problems: A case study in a thermodynamics course

Can problem‐solving in physics give an indication of pupils’ ‘process knowledge'?

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