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Investigating Students' Success in Solving and Attitudes towards Context-Rich Open-Ended Problems in Chemistry
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Overton, Tina L.; Potter, Nicholas M. – Chemistry Education Research and Practice, 2011
Much research has been carried out on how students solve algorithmic and structured problems in chemistry. This study is concerned with how students solve open-ended, ill-defined problems in chemistry. Over 200 undergraduate chemistry students solved a number of open-ended problem in groups and individually. The three cognitive variables of…
Descriptors: Cognitive Style, Chemistry, Short Term Memory, Problem Solving
Structural Equation Modeling in Assessing Students' Understanding of the State Changes of Matter
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Stamovlasis, Dimitrios; Tsitsipis, Georgios; Papageorgiou, George – Chemistry Education Research and Practice, 2012
In this study, structural equation modeling (SEM) is applied to an instrument assessing students' understanding of the particulate nature of matter, the collective properties and physical changes, such as melting, evaporation, boiling and condensation. The structural relationships among particular groups of items were investigated. In addition,…
Descriptors: Structural Equation Models, Student Evaluation, Scientific Concepts, Chemistry
The Information-processing Demand of Chemistry Problems and Its Relation to Pascual-Leone's Functional M-capacity.
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Niaz, Mansoor – International Journal of Science Education, 1988
Investigated were the relation between functional M-capacity and student performance in solving chemistry problems of increasing M-demand. Student performance decreased as the M-demand of the problems increased. (Author/YP)
Descriptors: Chemistry, Cognitive Ability, Cognitive Measurement, Cognitive Structures
From "Algorithmic Mode" to "Conceptual Gestalt" in Understanding the Behavior of Gases: An Epistemological Perspective.
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Niaz, Mansoor; Robinson, William R. – Research in Science and Technological Education, 1992
Compares performances of students on gas-law problems that require two distinct approaches, either the algorithmic technique or the conceptual gestalt. Indicates that student effectiveness is considerably different utilizing each approach and that training or experience with the algorithm process should not be expected to facilitate the…
Descriptors: Algorithms, Chemistry, Cognitive Ability, Cognitive Style