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Teaching problem-solving skills in chemistry
Author
Tang, Woh Un
Supervisor
Goh, Ngoh Khang
Lee, Lucille Kam Wah
Abstract
One of the main goals of science educators is to develop in their students in the ability to solve problems in science. Recent research has found that students face a number of difficulties in this area. One of the main difficulties in this area. One of the main difficulties that the students have is that many of them do not understand the concepts involved in the problems or are unable to apply the conceptual knowledge in solving the problems (Gabel and Bunce, 1994).
In this study, an attempt was made to validate some of the cognitive variables that have been found to be important predictors of problem solving success. A particular teaching strategy was developed for the topic of Mole Concept to train the students in some problem-solving skills, namely: linkage and problem translating skill, in addition to teaching them the content knowledge of the topic. The feasibility of explicitly teaching the students the problem solving skills as well as the effects of this teaching on the students ' problem-solving performance and accession of the skills concerned were also examined. One hundred and fifteen secondary three pure chemistry students from three intact classes in the same school were involved in this study. All the students were in the express stream with an average of fifteen years. Five instruments were designed and administered as pre-tests to the students before teaching the topic on Mole Concept. All the students underwent seven weeks of instruction, with two out of the three classes of the students being taught linkage and problem translating skills explicitly, while the remaining class was not. The two classes with the same treatment were analysed as separate groups so as to provide further confirmation of the treatment effects. Thereafter, the same five instruments were administered to the students as post-tests.
The results showed that four out of the five cognitive variables investigated were important determinants of problem solving success. The fifth cognitive variable, although not significant statistically, is important conceptually, and together , the five predictor variables accounted for 48% of the variance in the problem-solving performance of the students. The results also showed that the explicit teaching of linkage and problem translating skill does enhance the problem-solving performance of the students. In addition, the teaching of these skills is feasible and practical in the classroom environment.
In this study, an attempt was made to validate some of the cognitive variables that have been found to be important predictors of problem solving success. A particular teaching strategy was developed for the topic of Mole Concept to train the students in some problem-solving skills, namely: linkage and problem translating skill, in addition to teaching them the content knowledge of the topic. The feasibility of explicitly teaching the students the problem solving skills as well as the effects of this teaching on the students ' problem-solving performance and accession of the skills concerned were also examined. One hundred and fifteen secondary three pure chemistry students from three intact classes in the same school were involved in this study. All the students were in the express stream with an average of fifteen years. Five instruments were designed and administered as pre-tests to the students before teaching the topic on Mole Concept. All the students underwent seven weeks of instruction, with two out of the three classes of the students being taught linkage and problem translating skills explicitly, while the remaining class was not. The two classes with the same treatment were analysed as separate groups so as to provide further confirmation of the treatment effects. Thereafter, the same five instruments were administered to the students as post-tests.
The results showed that four out of the five cognitive variables investigated were important determinants of problem solving success. The fifth cognitive variable, although not significant statistically, is important conceptually, and together , the five predictor variables accounted for 48% of the variance in the problem-solving performance of the students. The results also showed that the explicit teaching of linkage and problem translating skill does enhance the problem-solving performance of the students. In addition, the teaching of these skills is feasible and practical in the classroom environment.
Date Issued
2000
Call Number
QD40 Tan
Date Submitted
2000