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

Abstract

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.

The Effect of Using an Explicit General Problem Solving Teaching Approach on Elementary Pre-Service Teachers’ Ability to Solve Heat Transfer Problems

“…She therefore concluded that students need an appropriate structure when solving difficult problems. These results agree with Lorenzo (2005) who found that students using problem-solving heuristic were more confident and had a higher ability to solve difficult chemistry problems. VanLehn et al (2004) found that using explicit problem solving did not improve student correct response compared to the control group but improved how much information the students presented during problem solution.…”

“…There has been an ongoing search for alternative approaches to teaching problem-solving in chemistry (Bunce & Heikkinen, 1986;Lorenzo, 2005;McCalla, 2003). Bunce and Heikkinen (1986) investigated whether using stepwise approach as proposed by Polya improved students' scores in mathematical chemistry problems.…”

The Exploration of Using E-Scaffolding in Solving Physics Problem

“…Therefore, gives exercise and solves it the central issue of learning physics in the classroom, both high school and college Cleaner (Kim, & Pak, 2001). Problem-solving is one of the main objectives to be achieved in learning physics in some countries but it is difficult to achieve by the students (Lorenzo, 2005). Physics is one of difficult and abstract learning so that students find it difficult to solve the problems of physics (Ornek, Robinson, & Haugan, 2008).…”

Curricular Reform: Changing from Disciplined-Based to Competency -Based Framework

“…Polya and Hardin (2002) developed a model to resolve problems in a systematic way similar to R&K, but we decided to work with R&K because is more appropriate for university students being that step five (extend) allows a better visualization about problem solution under different initial conditions. The reason for what we decided working in this path is because some research (McCalla, 2003;Lorenzo, 2005;Lloyd, 2014) indicates that those students who utilize an specifics procedure obtain better outcomes and obtain upper confidence that those who not. On this base, we put into practice R&K method to solve complex problems and we find that at the beginning it was hard for students to work this way but, step by step, they understood the process and improved their abilities considerably and they became more ISSN 1948-5476 2015 confident and sure in each steps.…”