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Direct linkHelix, Max R.; Blackford, Katherine A.; Firestein, Zachary M.; Greenbaum, Julia C.; Gibson, Katarina; Baranger, Anne M. – Chemistry Education Research and Practice, 2022
A central practice in the discipline of organic chemistry is the ability to solve certain fundamental problems, including predicting reactivity, proposing mechanisms, and designing syntheses. These problems are encountered frequently by both students and practitioners, who need to utilize vast amounts of content knowledge in specific ways to…
Descriptors: Problem Solving, Organic Chemistry, Prediction, Undergraduate Students
Cranford, Edward A.; Moss, Jarrod – Journal of Problem Solving, 2012
Compound Remote Associate (CRA) problems have been used to investigate insight problem solving using both behavioral and neuroimaging techniques. However, it is unclear to what extent CRA problems exhibit characteristics of insight such as impasses and restructuring. CRA problem-solving characteristics were examined in a study in which…
Descriptors: Intuition, Protocol Analysis, Problem Solving, Cognitive Restructuring
Ranellucci, John; Muis, Krista R.; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M. – British Journal of Educational Psychology, 2013
Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…
Descriptors: Goal Orientation, Academic Achievement, Cognitive Processes, Protocol Analysis
Download full textBasaraba, Deni; Zannou, Yetunde; Woods, Dawn; Ketterlin-Geller, Leanne – Society for Research on Educational Effectiveness, 2013
Within the current test-centered educational reform movement, considerable emphasis is placed on using assessment results to make instructional decisions for individual students. Test scores are used to estimate a student's current level of skill, monitor his or her progress during instruction, and identify whether the student has gained the…
Descriptors: Protocol Analysis, Metacognition, Problem Solving, Educational Assessment
Chapman, Suzanne Coatoam – ProQuest LLC, 2015
Recent scholarship on secondary reading calls for a shift from teaching generic literacy strategies to teaching discipline-specific language and literacy practices (Fang & Schleppegrell, 2008; Moje, 2008; Shanahan & Shanahan, 2012). This call for disciplinary literacy instruction (DLI) reflects the growing recognition that literacy…
Descriptors: Semiotics, Literacy, Teaching Methods, Cognitive Processes
Leighton, Jacqueline P.; Cui, Ying; Cor, M. Ken – Applied Measurement in Education, 2009
The objective of the present investigation was to compare the adequacy of two cognitive models for predicting examinee performance on a sample of algebra I and II items from the March 2005 administration of the SAT[TM]. The two models included one generated from verbal reports provided by 21 examinees as they solved the SAT[TM] items, and the…
Descriptors: Test Items, Inferences, Cognitive Ability, Prediction
Dorl, Jennifer – Young Children, 2007
Preschool and kindergarten are transition years in the U.S. educational system, and teaching four-, five- and six-year-olds means living on the margins of one educational community or another. But many preschool and kindergarten teachers like it that way. These teachers get to take ideas from the primary grades and combine them with the…
Descriptors: Teaching Methods, Reading Aloud to Others, Emergent Literacy, Reading Instruction
