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The Ability of High School Chemistry Students to Solve Computational Problems Requiring Proportional Reasoning as Affected by Item In-Task Variables.
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Falls, Timothy H.; Voss, Burton – 1985
This research study was conducted to investigate the interactions of specific student aptitudes with their ability to solve chemistry problems of varying structure and information. Fourteen classroom quizzes were validated and a number of in-task variables were identified for analysis. These variables included: the nature of information given…
Descriptors: Abstract Reasoning, Academic Achievement, Chemistry, Cognitive Development