Non‐algorithmic quantitative problem solving in university physical chemistry: a correlation study of the role of selective cognitive factors

The Effect of Three Cognitive Variables on Students’ Understanding of the Particulate Nature of Matter and its Changes of State

“…Field independent students were those who performed better. This result is consistent with other findings in previous studies, which showed that field independence is an intellectual asset concerning general achievement in science (Lawson, 1983;Johnstone & Al-Naeme, 1995;Niaz, 1996;Tinajero & Paramo, 1998;Bahar & Hansell, 2000;Danili & Reid, 2004;Kang et al, 2005;Tsaparlis, Danili & Reid, 2006). It can be inferred that field independent pupils' ability to separate readily the significant information from its context (Witkin & Goodenough, 1981) or the signal from the noise offered them a serious advantage, either in their study or during teaching.…”

“…Furthermore, academic performance in various disciplines such as language, mathematics, natural sciences, social sciences, art and computer sciences was examined in relation to FDI, leading to the conclusion that "in general field-independent subjects perform better than field-dependent subjects, whether assessment is of specific disciplines or across the board" (Tinajero & Paramo, 1998). Following, many research findings were in accordance with the above conclusion (Bahar & Hansell, 2000;Danili & Reid, 2004;Kang et al, 2005;Tsaparlis, 2005;Danili & Reid, 2006).…”

Executive functions in the context of complex learning: Malleable moderators?

“…Individual differences in working memory capacity have been linked to the variability in several complex learning outcomes. For example, working memory capacity has been shown to be associated with math achievement (Peng, Namkung, Barnes, & Sun, 2016), reading comprehension (Daneman & Merikle, 1996), accomplishment in chemistry (e.g., Tsaparlis, 2005), and problem solving (e.g., Bühner, Kröner, & Ziegler, 2008). Beyond these associations with complex learning outcomes, working memory capacity is moderately correlated with fluid intelligence (e.g., Ackermann, Beier, & Boyle, 2002;Redick, Unsworth, Kelly, & Engle, 2012).…”

The role of mathematical homework and prior knowledge on the relationship between students’ mathematical performance, cognitive style and working memory capacity

“…Field-independent subjects possess more analytical abilities and tend to 'break' information, paying attention to the partial, while field-dependent subjects focus their attention preferably upon the global aspects of the given information (Grigorenko & Sternberg, 1995;Tinajero & Páramo, 1998). Therefore, FD/I cognitive style appears important in learning science: problem-solving and conceptual understanding (Bahar & Hansell, 2000;Kang, Scharmann, Noh & Koh, 2005;Tsaparlis, 2005 (Witkin et al 1971). The GEFT is a traditional visuo-spatial test that involves figure ground segregation, which requires observers to find simple figures hidden in complex visual configuration.…”