Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17631
Title: 
Assessing conceptual learning from quantitative problem solving
Authors: 
Issue Date: 
Nov-1996
Citation: 
Yap, K. C. (1996, November). Assessing conceptual learning from quantitative problem solving. Paper presented at the ERA-AARE Joint Conference, Singapore.
Abstract: 
In recent years more emphasis had been placed on conceptual learning
and understanding in the sciences. Unfortunately, among advocates of
such a position there were those who did not see any role for
quantitative problem solving at the secondary/high school level or even
the introductory university level. This may be due to the frequent use
of typical 'plug and chug' problems in problem solving sessions.
However a quantitative problem which requires students to iilustrate
their conceptual learning and understanding will reveal much to
teachers and at the same time provide invaluable feedback. Such a
problem was identified and presented to 118 secondary three students
and 38 junior college year one students. Analyzing their performance
on this quantitative problem, it was evident that these students do
have problems related to conceptual learning. In this paper the author
will discuss these conceptual learning problems based on the students'
performance . At the same time, a number of suggestions on appropriate
remedial experiences would be offered.
URI: 
Appears in Collections:Conference Papers

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