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Tang, W. U., Lee, L. K. W., Goh, N. K., & Chia, L. S. (2000). Teaching problem-solving skills in chemistry. In J. Ee, Berinderjeet Kaur, N. H. Lee and B. H. Yeap (Eds.), New ‘Literacies’: Educational response to a knowledge-based society: Proceedings of the ERA-AME-AMIC Joint Conference 2000 (pp. 453-460). Singapore: Educational Research Association.
One of the main goals of science educators is to develop in their students the ability to solve problems in science. Recent research has found that students face a number of difficulties in this area. The main difficulties that the students have are that many of them do not understand the concepts involved in the problems and they are unable to apply the conceptual knowledge in solving the problems. Previous studies done indicated that linkage and problem translating skills are significant determining variables of problem-solving performance. This study attempted to examine the feasibility of explicitly teaching students these problem-solving skills and the effects of these skills on students' problem-solving performance. One hundred and fifteen secondary three pure chemistry students from three classes in the express stream were involved in this study. The topic for the study is Mole Concept. The traditional method (control) and the explicit teaching of linkage and problem translating skills (treatment) for teaching problem solving were respectively conducted. This paper reports on some of the findings of the study. The paper will also discuss the implications of the findings for teaching problem solving in chemistry.
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000
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