Using Students’ Concept-building Tendencies to Better Characterize Average-Performing Student Learning and Problem-Solving Approaches in General Chemistry

Abstract

Students’ concept-building approaches (abstraction vs. exemplar), identified a priori with a cognitive-psychology laboratory task, have been extended to learning complex topics in general chemistry. Here, the effect concept-building approaches have on the problem-solving behaviors of average-achieving students was probed via think-aloud interviews.

Successful Problem Solving in Genetics Varies Based on Question Content

“…In addition, the problems used in this study were near-transfer problems, similar to those that students previously solved during class. Such problems can often be solved using an algorithmic approach, as also recently described by Frey et al (2020) in chemistry. Future studies could identify whether and when students use more complex approaches such as causal reasoning (providing connections between ideas) or mechanistic reasoning (explaining the biological mechanism as part of making causal connections ( Russ et al , 2008 ; Southard et al , 2016 ) in addition to or instead of algorithmic reasoning.…”

“…Students commonly use memorized patterns or formulas to solve problems: this approach is considered algorithmic and could be used to provide logic for a problem ( Jonsson et al , 2014 ; Nyachwaya et al , 2014 ). Such algorithmic reasoning may be used with or without conveying an understanding of how an algorithm is used ( Frey et al , 2020 ). When an algorithm is not appropriate (or not used) in describing one’s reasoning, but instead the solver provides a generalized explanation of underlying connections, this is sometimes referred to as “explanatory” or “causal” reasoning ( Russ et al , 2008 ).…”

Learning Introductory Biology: Students’ Concept-Building Approaches Predict Transfer on Biology Exams

“…Biology problems in this study involved recall and understanding of terms and concepts, but the transfer problems involved reasoning from information and data (e.g., as presented in tables and graphs) and linking inferences to conceptual understanding of biological processes. This study enabled us to extend prior work by focusing on retention and transfer questions for nonquantitative problem solving that involves reasoning and inference (for a related case-study in general chemistry, see Frey et al. , 2020 ).…”

“…Another type of question to assess deep conceptual understanding is a transfer question; these questions require the students to solve problems that go beyond previously taught or worked examples ( Barnett and Ceci, 2002 ; for examples in general chemistry, see McDaniel et al. , 2018 ; Frey et al. , 2020 ).…”

“…In a more recent study, a small sample of students was asked to think aloud while solving several problems related to their general chemistry instruction, one problem representing a retention problem and two other problems requiring transfer ( Frey et al. , 2020 , study 2).…”