A novel code system for revealing sources of students' difficulties with stoichiometry

Gulacar, Ozcan; Overton, Tina; Bowman, Charles R.; Fynewever, Herb

doi:10.1039/c3rp00029j

Cited by 23 publications

(26 citation statements)

References 26 publications

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“…8 Literature shows that stoichiometry is considered a difficult and abstract topic to teach and learn in chemistry. 9 Anecdotal evidence suggests that many teachers in Lesotho struggle with the teaching of stoichiometry and that many students do not perform well in stoichiometry questions in external examinations. Research elsewhere shows that stoichiometry demands special efforts from teachers to develop effective teaching strategies 10 , drawing on their topic specific Pedagogical Content Knowledge (PCK).…”

Section: Introductionmentioning

confidence: 99%

Understanding How Chemistry Teachers Transform Stoichiometry Concepts at Secondary Level in Lesotho

Makhechane¹,

Qhobela²

2019

S.Afr.j.chem.

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This qualitative study sought to investigate how secondary level chemistry teachers transform and represent subject matter knowledge (SMK). The study drew its theoretical framework from the notion of Pedagogical Content Knowledge (PCK) that foregrounds the teachers' ability to transform and represent SMK for students to understand the content presented. Seven qualified chemistry teachers participated in this study which used questionnaires, follow-up interviews, and lesson observations to collect data. The teachers were observed teaching the topic of stoichiometry to grade 11 students. Data analysis started with a coding system that resulted in themes of meanings suggested by teachers. The results show that chemistry teachers participating in the study were aware of different teaching strategies but their choice of those strategies was not informed by an attempt to transform the concepts. It is argued that teachers' failure to transform concepts will have a negative impact on students' understanding of these concepts.

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Section: Introductionmentioning

confidence: 99%

Understanding How Chemistry Teachers Transform Stoichiometry Concepts at Secondary Level in Lesotho

Makhechane¹,

Qhobela²

2019

S.Afr.j.chem.

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“…It will also highlight the influence of different expertise and the role of interaction with students on expert groups' problem-solving performance. The COSINE method [29] has not been applied to expert problem-solving previously, and our goal was also to assess whether key attributes of expert problem-solving can accurately be captured using this coding system. More information regarding the COSINE method will be further discussed in a later part of this section.…”

Section: Research Questionsmentioning

confidence: 99%

“…Chunking abilities stem from knowledge structures, which can be assessed in various ways, and in turn, can be useful in assessing skills such as problem-solving [29]. Although experts tend to have more extensive and organized declarative knowledge structures [30], the problem-solving ability is based not only on the quantity of knowledge but also on knowing how information is organized and applied to problems [31].…”

Section: Introductionmentioning

confidence: 99%

“…These cognitive functions can be developed through an individual's internalization of knowledge gained from different resources, and his or her externalization of the internal representations [21]. Analysis of the strategies utilized by experts will provide greater insight not only into their strategies, but the range of different successful approaches observed within the stoichiometry domain [29]. Experts also utilize analogies to break problems down into subproblems and identify the main concepts and laws associated with the problem [35].…”

Section: Introductionmentioning

confidence: 99%

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Analyzing Characteristics of Experts in the Context of Stoichiometric Problem-Solving

et al. 2019

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To gauge the variability in expert problem-solving strategies for stoichiometry problems, a set of experts in different career tracks were studied with the cohort including 17 graduate students in chemistry, three college chemistry instructors, and seven college graduates working in the industry. The goal of the study was to determine whether variability would be observed based upon experience and career trajectories. The data were collected using interviews and analyzed qualitatively and quantitatively using the COSINE (Coding System for Investigating Sub-problems and Network) method. Although the method was developed for the analysis of undergraduate problem-solving, it appeared to be effective in examining experts’ problem-solving in chemistry as well. The study revealed similar abilities for succeeding at solving a series of problems, but the strategies were variable for the three cohorts of experts. Specifically, the amount of information used to solve the problems differed across the three cohorts with graduate students focusing more upon each of the specific subproblems within each problem compared to industry chemists utilizing the big-picture approach in lieu of breaking down each problem into respective subproblems. Familiarity with the question types and ability to chunk information were common characteristics observed consistently for the expert participants, which is consistent with existing research.

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“…Desde então, pesquisadores buscam compreender quais as dificuldades dos estudantes ao resolverem problemas, 13,23,24 quais as modelagens utilizadas pelos alunos para resolverem as situações--problema 16,25 e quais as possíveis estratégias para o uso da resolução dos problemas. 15,26 Na perspectiva de aprendizagem por RP, os alunos são considerados investigadores novatos e os professores são os orientadores da investigação.…”

Section: Resolução De Problemasunclassified

A Metodologia De Resolução De Problemas: Uma Experiência Para O Estudo Das Ligações Químicas

2017

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THE PROBLEM SOLVING METHODOLOGY: AN EXPERIENCE FOR THE STUDY OF CHEMICAL BONDS. This article presents an experience of the use of the Problem Solving (PR) methodology with undergraduate students of the Licentiate Course in Chemistry of UFRGS, for the study of Ionic Bonding (LI). Salar de Uyuni salts were used to contextualize the problems employed. The Field Log records of the researchers and the presentations of the undergraduates show that the implemented didactic sequence favored conceptual learning, such as the relation between chemical bond theories and some properties of the materials, procedural learning, such as public argument, as reading and handling of different bibliographical reference sources and attitude learning, such as interpersonal relations among students and teachers during the different problem solving stages. Additionally, the results brought to evidence that, from the Problem Solving experience with the Ionic Bond contents, the future teachers were able to perceive work alternatives for their future classrooms.Keywords: problem solving; teacher formation; chemical bonds; Salar de Uyuni. INTRODUÇÃOO presente artigo apresenta uma experiência da utilização da metodologia de Resolução de Problemas (RP) com licenciandos do curso de Licenciatura em Química da UFRGS, para o estudo de ligações químicas, especificamente, Ligações Iônicas (LI). Esse conteúdo foi escolhido, pois há um pequeno número de relatos na literatura sobre o ensino de ligações químicas a partir de perspectivas investigativas. Além disso, esse tema é importante para o entendimento de outros conteúdos de química e de propriedades da matéria como condutividade elétrica, solubilidade e pontos de fusão e ebulição. 1,2De acordo com alguns pesquisadores, devido às dificuldades de compreensão dos conceitos científicos, e, também, falta de domínio do uso de metodologias alternativas ao modelo de ensino tradicional, os professores de Ciências podem afastar seus alunos do mundo científico, pois exigem que os estudantes aprendam pela memorização e não pelo entendimento dos conceitos.3-5 Essas práticas podem estar relacionadas às fragilidades na formação inicial, no que se refere à falta de um eixo formativo que possua a função de integrar conhecimentos conceituais da Química às contemporâneas metodologias de ensino.6-8 Herreid 9 destaca que dentre os professores, os de Ciências, Química e Física são os que menos empregam metodologias ativas de aprendizagem.Nesse âmbito, acredita-se que trabalhar a RP com os licenciandos no papel de alunos pode favorecer que estes se utilizem dessa metodologia nas suas futuras salas de aula com maior propriedade, como apresenta-se no decorrer do texto. FUNDAMENTAÇÃO TEÓRICA Resolução de problemasDiversos relatos na literatura apontam que o uso da metodologia de Resolução de Problemas (RP) no ensino de Química, tanto nos contextos de sala de aula, 10-13 como nos cursos de formação de professores, 14-16 contribui significativamente para a aprendizagem dos estudantes, por envolver alunos e professores na con...

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A novel code system for revealing sources of students' difficulties with stoichiometry

Cited by 23 publications

References 26 publications

Understanding How Chemistry Teachers Transform Stoichiometry Concepts at Secondary Level in Lesotho

Understanding How Chemistry Teachers Transform Stoichiometry Concepts at Secondary Level in Lesotho

Analyzing Characteristics of Experts in the Context of Stoichiometric Problem-Solving

A Metodologia De Resolução De Problemas: Uma Experiência Para O Estudo Das Ligações Químicas

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