A model of problem solving: Its operation, validity, and usefulness in the case of organic-synthesis problems

Tsaparlis, Georgios; Angelopoulos, Vasileios

doi:10.1002/(sici)1098-237x(200003)84:2<131::aid-sce1>3.0.co;2-4

Cited by 53 publications

(32 citation statements)

References 31 publications

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“…Researchers consider problem solving to be a desired outcome of learning science, along with other higher order thinking skills (Eylon & Linn, 1988;Gabel, 1998;Gabel & Bunce, 1994;Tsaparlis & Angelopoulos, 2000). Problem solving skills are especially essential in quantitative chemistry.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Multidimensional analysis system for quantitative chemistry problems: Symbol, macro, micro, and process aspects

2003

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There is a consensus regarding the fact that students encounter difficulties in understanding scientific concepts, such as the particulate nature of matter, the mole, and the interpretation of chemical symbols. Researchers and practitioners have been looking for teaching methods to improve students' understanding of quantitative chemistry and their ability to solve related problems. This study describes the Multidimensional Analysis System (MAS), an approach to constructing, classifying, and analyzing quantitative chemistry problems. MAS enables classification based on complexity and transformation levels of a quantitative problem. We define three transformation levels: symbol $ macro, symbol $ micro, and symbol $ process. Applying this framework to teaching and research, we investigated the relationships between MAS-classified chemistry problems and student achievement in solving these problems. The research population, 241 high school chemistry students, studied problem solving according to MAS for 9 weeks; the control group studied the same topic for the same duration in the traditional way. Student achievement was sorted by mathematics level and gender. We found that the success rate of the entire student population in solving these problems decreased as the problem difficulty increased. Experimental group students scored significantly higher than their control group peers. The improvement in student achievement was significantly dependent on the pretest score and the mathematics level, and independent of gender. Students who studied mathematics in the basic level benefited significantly more from MAS-based teaching than their peers, whose mathematics level was advanced. Based on the research findings, we recommend applying the multidimensional analysis approach while teaching quantitative problems in chemistry. ß Chemical education is a complex human endeavor which involves deep understanding of diverse concepts and requires a mental transfer between several modes of representation.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Multidimensional analysis system for quantitative chemistry problems: Symbol, macro, micro, and process aspects

2003

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“…These have been proven to play a significant role in a wide range of tasks, and they affect students' performance in learning science (e.g. Lawson & Thompson, 1988;Tsaparlis & Angelopoulos, 2000;Tsaparlis, 2005).…”

Section: On Contemporary Science Educationmentioning

confidence: 99%

The Dynamics of Cognitive Performance: What Has Been Learnt from Empirical Research in Science Education

Stamovlasis¹

2017

COMPLICITY

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This paper discusses investigations in science education addressing the nonlinear dynamical hypothesis. Learning science is a suitable field for applying interdisciplinary research and predominately for testing psychological theories. It was demonstrated that in this area the paradigm of complexity and nonlinear dynamics have offered theoretical advances and better interpretations of empirical data. Research showed that besides linear modes of behavior, sudden transitions occur in cognitive performance and this has questioned basic theoretical and epistemological assumptions. The neo-Piagetian framework and motivational theories offering constructs for serving as predictors in various model are the local theories which are embraced by the CDS meta-theory. Sudden transitions are modeled by catastrophe theory (CT) the analyses of which reveal the crucial role of certain variables, namely the bifurcation factors. Beyond a critical value of the bifurcation factor, the state variable splits into two-attractor regions and becomes bimodal. The bifurcation effect induces uncertainty and unpredictability in the system, which oscillates between two states entering the regime of chaos. Then in state variables such as learning outcomes and achievement, sudden transitions from success to failure are expected. Catastrophe theory explains unexpected phenomena associated with school failure, dropouts, illicit behaviors, sudden attitude change, and creativity. Moreover CT could contribute in elucidating theoretical debates and conflicting empirical evidences.

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“…Variables, such as, information processing capacity (M-capacity), logical thinking, field dependence/independence, or convergent/divergent thinking, have been proven to play a significant role in a wide range of tasks, and they affect students' performance in learning science (e.g. Lawson & Thompson, 1988;Tsaparlis & Angelopoulos, 2000;Tsaparlis, 2005).…”

Section: Neo-piagetian Framework In Science Educationmentioning

confidence: 99%

Bifurcation and Hysteresis Effects in Student Performance: The Signature of Complexity and Chaos in Educational Research

Stamovlasis

2014

COMPLICITY

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This paper addresses some methodological issues concerning traditional linear approaches and shows the need for a paradigm shift in education research towards the Complexity and Nonlinear Dynamical Systems (NDS) framework. It presents a quantitative piece of research aiming to test the nonlinear dynamical hypothesis in education. It applies catastrophe theory and demonstrates that students’ achievements in science education could be described by a cusp model, where two cognitive variables are implemented as controls - the logical thinking as the asymmetry and the field dependence/independence as the bifurcation respectively. The results support the nonlinear hypothesis by providing the empirical evidence for bifurcation and hysteresis effects in students’ performance. Interpretation of the model is provided and implications and fundamental epistemological issues are discussed.

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A model of problem solving: Its operation, validity, and usefulness in the case of organic-synthesis problems

Cited by 53 publications

References 31 publications

Multidimensional analysis system for quantitative chemistry problems: Symbol, macro, micro, and process aspects

Multidimensional analysis system for quantitative chemistry problems: Symbol, macro, micro, and process aspects

The Dynamics of Cognitive Performance: What Has Been Learnt from Empirical Research in Science Education

Bifurcation and Hysteresis Effects in Student Performance: The Signature of Complexity and Chaos in Educational Research

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