Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15467
Title: 
Authors: 
Issue Date: 
2004
Citation: 
Lee, L. K. W., Yap, K. C., Goh, N. K., Chia, L. S., & Tang, W. U. (2004). Teaching linkage and problem translating skills in chemistry. Journal of Science and Mathematics Education in Southeast Asia, 27(1), 1-32.
Abstract: 
This study examines the effects of teaching Linkage and Problem
Translating Skills on students’ problem-solving performance
and their learning of the five cognitive variables namely,
Concept Relatedness, Idea Association, Problem Translating
Skill, Non-Specific but Relevant Knowledge and Specific
Knowledge. Seventy three Grade 9 (Secondary 3) chemistry
students in Singapore were involved in this study. The topic
for the study was Mole Concept in chemistry. A quasiexperimental
design with pre- and post-test measurements was
employed. The explicit teaching of Linkage and Problem
Translating Skills (treatment), as a teaching problem-solving
strategy, and a traditional teaching method (control), were
respectively conducted. The results of the study showed that
the teaching of the linkage and problem translating skills had
improved the students’ problem-solving performance and
chemistry knowledge.
URI: 
ISSN: 
0126-7663
Website: 
Appears in Collections:Journal Articles

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