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Differences in Problem Solving by Nonscience Majors in Introductory Chemistry on Paired Algorithmic-conceptual Problems by Diana S. Mason; Duane F. Shell; Frank E. Crawley is a Social Sciences article available to read on EtoBox.

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The purpose of this investigation was to identify and describe the differences in the methods used by faculty teaching introductory chemistry and students enrolled in an introductory chemistry course at the university level to solve paired algorithmic and conceptual problems. Of the 180 students involved, the problem-solving schemas of 20 selected students and 2 professors were evaluated using a graphical method to dissect their think-aloud interviews into episodes indicative of solutions to paired problems on density, stoichiometry, bonding, and gas laws. The interviewed students were classified into four different problem-solving categories (i.e., high algorithmic/high conceptual, high algorithmic/low conceptual, low algorithmic/high conceptual, and low algorithmic/low conceptual), and composite graphs of their problem-solving schemas were compared to those representative of members of the faculty experts' category. Results of these comparisons indicated that as the students' ability to solve both algorithmic and conceptual problems improved, less time and fewer transitions between episodes of the problemsolving schemas were required to complete the problems. Regardless of the st

Who reads Differences in Problem Solving by Nonscience Majors in Introductory Chemistry on Paired Algorithmic-conceptual Problems?

Author

Diana S. Mason; Duane F. Shell; Frank E. Crawley

Publisher

John Wiley and Sons; Wiley (John Wiley & Sons); John Wiley & Sons Inc.; Wiley (ISSN 0022-4308)

Published

1997

Language

EN

Field

Social Sciences