The transformation of quantitative problems to standard problems in general chemistry

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

“…This is similar to the findings of McCalla (2003) and is logical in that, as Kramers-Pals et al (1983) point out, working forwards is an efficient strategy and saves time when the problem is familiar. A forwards strategy can be applied when the relationship between the unknown and the data are known, even when the ideas or formula that are related with the solution problem are not very complex and the working memory can manage to process all this information.…”

“…It is clearly important to take such issues into account in trying to teach students how to become effective problemsolvers and teachers need to be aware that most questions in the science classroom that are 'exercises' for teachers constitute difficult 'problems' for most students. 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).…”

Los problemas de lápiz y papel en la formación de profesores

“…Otras investigaciones se orientaron al desarrollo de modelos de resolución de problemas, con el objetivo de mejorar su enseñanza-aprendizaje. Modelos herederos de las propuestas pioneras de Polya (1965) ofrecen un modo sistemático de resolver problemas (Mettes, 1980;Kramers-Pals et al, 1983), siguiendo las siguientes fases: a) análisis del problema; b) planteamiento de una estrategia de resolución que consiste básicamente en estandarizar el problema; c) ejecución de las operaciones pertinentes; d) análisis de resultados. Otro tipo de modelos de resolución, fundamentados en la historia y la filosofía de la ciencia y en la visión constructivista del aprendizaje, pretenden abordar los problemas de forma coherente con las características del trabajo científico, favoreciendo la creatividad, la reflexión, la utilización adecuada de la teoría, la formulación de hipótesis, la búsqueda de estrategias... (Caillot y Dumas Carré, 1987;Gil y Martínez Torregrosa, 1983;Lopes et al, 1996;Watts, 1991), promoviendo en los alumnos el desarrollo del «pensamiento productivo» y una mejora efectiva en su capacidad para abordar y resolver problemas.…”