Expert vs. novice: approaches used by chemists when solving open-ended problems

Abstract

This paper describes the results of a qualitative study using ground theory to investigate the different approaches used by chemists when answering open-ended problems. The study involved undergraduate, industrialist and academic participants who individually answered three open-ended problems using a think aloud protocol. Open-ended problems are defined here as problems where not all the required data are given, where there is no one single possible strategy and there is no single correct answer to the problem. Analysis of the qualitative data identified a limited number of different approaches used to solveopen-ended problems. These approaches were applied to individual participants and these were collated to identify approaches used by each group. The relative quality of solutions developed by each group was also analysed. Analysis showed that undergraduates adopted a greater number of novice-like approaches and produced poorest quality solutions, academics exhibited expert-like approaches and produced the highest quality solutions, whilst industrial chemist's approaches are described as transitional.

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

“…This assertion of a misalignment of the skills developed in the classroom setting and the interactive nature of true scientific discourse outside of the classroom environment is supported by a study that classified industrial chemists as transitional in their problem solving skills (Randles and Overton, 2015). Indeed, practicing chemists in industry occupy the process skills space between novice student learners and seasoned academics well-versed at open ended problem solving and intellectual discourse (Randles and Overton, 2015). A question then arises: can chemical educators improve the development of generic skills that industrial chemists need for high level functioning in the multidisciplinary teams often associated with the most complicated problem solving through revision of the curriculum or classroom environment?…”

“…Yet, when the same graduates were asked about the development of these transferable skills in their degree programs, they provided relatively low ratings for their development (Hanson and Overton, 2010). This assertion of a misalignment of the skills developed in the classroom setting and the interactive nature of true scientific discourse outside of the classroom environment is supported by a study that classified industrial chemists as transitional in their problem solving skills (Randles and Overton, 2015). Indeed, practicing chemists in industry occupy the process skills space between novice student learners and seasoned academics well-versed at open ended problem solving and intellectual discourse (Randles and Overton, 2015).…”

Student perceptions of their autonomy at University

“…This model may explain why some studies of self-perceived capability, particularly those that focus on non-specific skills (such as general self-efficacy and autonomy), have found no relationship between level of study and capability (Ekici et al 2012;Scott et al 2015). Students in higher education are generally not very good at self-reflection and self- (Boud and Falchikov 1989;Karnilowicz 2012;Randles and Overton 2015), but they are often well aware of their development in specific skills that can be expressly taught (Ainscough et al 2016). A lack of perceived progress may be a barrier to developing all aspects of learner autonomy as they are difficult to monitor expressly (Fazey and Fazey 2001;Macaskill and Denovan 2013).…”

Post-secondary Science Students' Understanding on Mole Concept and Solution Concentration

“…Hence, understanding the mole concept underpins a significant part of a students' learning in chemistry. According to Gilchrist [12], mole concept is the most far-reaching chemistry concept in its application and reasoning with this concept is the gateway to the world of quantitative chemistry [13,14]. Furio, Azcona, and Guisasola [15] stressed that mole concept serves as a 'conceptual bridge', which connects the macroscopic (mass) and the sub-microscopic (number of particles) worlds.…”