Research on Problem Solving in Chemistry

Bodner, George M.

doi:10.1002/9783527679300.ch8

Cited by 32 publications

(41 citation statements)

References 20 publications

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“…This finding provided empirical support to earlier findings: Bodner (2000) and Domin et-al (2001) which remarked that there is significant improvement in students' achievement when problem-solving is accompanied with corrective measures such as verbal feedback and teacher-directed remedial instruction. Other empirical studies which gave positive effects of problem-solving models on achievement in other science subjects includes Martin and Oyebanji (2000), Decorte and Scriners (2002), Payne (2004).…”

Section: Discussionsupporting

confidence: 81%

Enhancing Students’ Attitude towards Science through ProblemSolving Instructional Strategy

Fatoke¹,

Olaoluwa²

2014

IOSR-JRME

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Abstract:The study was designed to further clarify the claims by several authors that methods of instruction could change students' attitude towards science. It was the belief of the author that if students' were allowed to develop higher cognitive processes through problem-solving instructional strategy using The Seven Step Chemistry Problem-Solving Model as suggested by Frazer (1981) and Selvarantnam (1983)

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Section: Discussionsupporting

confidence: 81%

Enhancing Students’ Attitude towards Science through ProblemSolving Instructional Strategy

Fatoke¹,

Olaoluwa²

2014

IOSR-JRME

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Section: Johdantounclassified

“…Tutkimusten mukaan kemian matematiikan opettamisessa olennaista on erimerkiksi ongelman vaiheistaminen ja erilaisten ratkaisustrategioiden käyttäminen (Bodner & Herron, 2002 Elektrolyyttiliuoksessa ionit kuljettavat sähkövarausta, sähkönjohtimissa taas elektronit. (Kaila et al, 2006) Elektrolyysikennon anodi on positiivisesti varautunut elektrodi ja katodi negatiivisesti varautunut.…”

Section: Johdantounclassified

Lesson on Electrolytic Cell and Related Calculations

Jeskanen

2014

LUMAT

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Kemian opettajankoulutusyksikkö, Helsingin yliopisto • emmi.jeskanen@helsinki.fi Tiivistelmä Tässä artikkelissa esitellään kemian matematiikan opettamisen näkökulmasta suunniteltu oppitunti. Oppitunti kuului lukion kemian neljänteen valtakunnalliseen kurssiin ja aiheena olivat elektrolyysikennot ja niihin liittyvät matemaattiset sovellukset. Tunnin suunnittelussa käytettiin hyväksi tutkimustietoa liittyen kemian matematiikan opettamiseen. Oppitunnilla sovellettiin yhteisöllistä ongelmanratkaisua ja oppitunnin lopussa oppilaat arvioivat sekä opetusmenetelmää että omaa oppimistaan. Oppilaiden mielestä ryhmissä työskentely toi hyvää vaihtelua oppituntiin ja he kokivat sen auttavan elektrolyysilaskujen ymmärtämisessä. Avoimen palautteen perusteella, oppilaat arvostivat tunnin ja muistiinpanojen selkeyttä sekä asioiden kertaamista. JohdantoElektrolyysi ja elektrolyysikenno ovat olennainen osa sähkökemiaa (Opetushallitus, 2003).Elektrolyysi-aiheessa yhdistyvät ymmärrys aineiden hapettumisesta ja pelkistymisestä sekä kemian sovellutusten hyödyntäminen todellisessa elämässä, esimerkkinä metallien teollinen puhdistus (Opetushallitus, 2003;Kaila, Meriläinen, Ojala, & Pihko, 2006) Elektrolyysin periaatteiden ja sovellusten tunteminen sekä ymmärtäminen ovat keskeisiä tavoitteita lukion kemian neljännellä kurssilla (Opetushallitus, 2003).Tutkimusten mukaan kemian matematiikan opettamisessa olennaista on erimerkiksi ongelman vaiheistaminen ja erilaisten ratkaisustrategioiden käyttäminen (Bodner & Herron, 2002). Erilaiset ratkaisustrategiat valikoituivat oppitunnin pääteemaksi. Tämän takia oppitunnilla sovellettiin yhteisöllistä ongelmanratkaisua, jossa oppilaat työskentelevät ryhmissä yhteisen ongelman ratkaisemiseksi. Oppitunnin tavoitteena oli, että oppilaat ovat pääroolissa omassa oppimisessaan ja oppivat toisiltaan erilaisia ongelmaratkaisustrategioita. 2 Elektrolyysi-ilmiön kemiaa lyhyesti Sähkövirta on sähkövarausten virtausta. Sähkövirtaa voidaan tuottaa spontaanin hapetuspelkistysreaktion avulla galvaanisella kennolla. Elektrolyysikenno sen sijaan käyttää sähkövirtaa, jotta ei-spontaani hapetus-pelkistysreaktio tapahtuisi. (Tro, 2008) Elektrolyysikenno koostuu kahdesta elektrodista, tasavirtalähteestä, sähkönjohtimista ja sähköä johtavasta elektrolyyttiliuoksesta eli elektrolyytistä. Galvaanisesta kennosta poiketen elektrolyysissä elektrodit ovat samassa reaktioastiassa. Elektrodit voivat olla joko metallia tai hiiltä. Hiili-ja platinaelektrodit ovat passiivisia, mutta metallianodi saattaa osallistua aktiivisesti elektrodireaktioon. Elektrolyyttiliuoksena voi toimia suolan vesiliuos,

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“…Students were presented with a problemsolving schema at the completion of the first scenario, which was similar to patterning Bodner's problem-solving characteristics. 12,13 Students were advised to solve the problem in stages (sequence, source information, define relationships between key variables, compare known to unknown to generate hypotheses, and retest against scenario details). An example is shown in Appendix 2.…”

Section: Methodsmentioning

confidence: 99%

Student Engagement with a Flipped Classroom Teaching Design Affects Pharmacology Examination Performance in a Manner Dependent on Question Type

White

Naidu

Yuriev

et al. 2017

American Journal of Pharmaceutical Education

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Objective: To investigate the relationship between student engagement with the key elements of a flipped classroom approach (preparation and attendance), their attitudes to learning, including strategy development, and their performance on two types of examination questions (knowledge recall and providing rational predictions when faced with novel scenarios).Methods. This study correlated student engagement with the flipped classroom and student disposition to learning with student ability to solve novel scenarios in examinations.Results. Students who both prepared for and attended classes performed significantly better on examination questions that required analysis of novel scenarios compared to students who did not prepare and missed classes. However, there was no difference for both groups of students on examination questions that required knowledge and comprehension. Student motivation and use of strategies correlated with higher examination scores on questions requiring novel scenario analysis. Conclusion. There is a synergistic relationship between class preparation and attendance. The combination of preparation and attendance was positively correlated to assessment type; the relationship was apparent for questions requiring students to solve novel problems but not for questions requiring knowledge or comprehension.Keywords: undergraduate education, flipped classroom, attendance, preparation, novel problems INTRODUCTIONToday's students face intense cognitive challenges. Learning outcomes that increasingly address higher levels within Bloom's cognitive domain require students to develop skills and attitudes needed to solve problems, predict outcomes, and deal with novel clinical scenarios. 1 Teaching methods must therefore be adapted to effectively prepare students.Carefully designed instructional approaches can help students meet various aspects of the problem-solving process. These include: defining and understanding a problem, researching for information, delineating new terms and analyzing relationships between variables, hypothesizing or planning solutions to the problem, and checking that the proposed solution is consistent with all elements of the scenario. The flipped classroom approach offers a teaching design that can assist students to do many of these tasks. The basic premise of the approach to a flipped or inverted classroom is to require students to study content prior to class so that class time can be devoted to active learning activities.2,3 Pre-learning and related feedback can help with defining terms (developing the language of the new area), and understanding the problem. In-class active learning approaches in which students tackle problems and apply, analyze and synthesize have been proven to improve student performance. [4][5][6] Specific approaches that ask students to produce diagram representations of their understanding such as concept mapping can assist with comprehension of the inter-relationships between variables. 7The flipped classroom approach proposes that students engage ...

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Research on Problem Solving in Chemistry

Cited by 32 publications

References 20 publications

Enhancing Students’ Attitude towards Science through ProblemSolving Instructional Strategy

Enhancing Students’ Attitude towards Science through ProblemSolving Instructional Strategy

Lesson on Electrolytic Cell and Related Calculations

Student Engagement with a Flipped Classroom Teaching Design Affects Pharmacology Examination Performance in a Manner Dependent on Question Type

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