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Peer reviewedMason, Diana S.; Shell, Duane F.; Crawley, Frank E. – Journal of Research in Science Teaching, 1997
Identifies and describes the differences in the problem-solving methods used by faculty teaching introductory chemistry and students enrolled in an introductory chemistry course. Results indicate that students correctly solve algorithmic-mode problems more frequently. Contains 33 references. (DDR)
Descriptors: Algorithms, Chemistry, Concept Formation, Higher Education
