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Nijenhuis-Voogt, Jacqueline; Bayram-Jacobs, Durdane; Meijer, Paulien C.; Barendsen, Erik – Informatics in Education, 2022
Teaching algorithmic thinking enables students to use their knowledge in various contexts to reuse existing solutions to algorithmic problems. The aim of this study is to examine how students recognize which algorithmic concepts can be used in a new situation. We developed a card sorting task and investigated the ways in which secondary school…
Descriptors: Algorithms, Concept Formation, Problem Solving, Thinking Skills
Nasir, Jauwairia; Kothiyal, Aditi; Sheng, Haoyu; Dillenbourg, Pierre – International Educational Data Mining Society, 2023
Transactive discussion during collaborative learning is crucial for building on each other's reasoning and developing problem solving strategies. In a tabletop collaborative learning activity, student actions on the interface can drive their thinking and be used to ground discussions, thus affecting their problem-solving performance and learning.…
Descriptors: Cooperative Learning, Thinking Skills, Problem Solving, Learning Activities
Stott, Angela Elisabeth – Chemistry Education Research and Practice, 2023
The unit factor method, a generic strategy for solving any proportion-related problem, is known to be effective at reducing cognitive load through unit-cancellation providing step-by-step guidance. However, concerns have been raised that it can be applied mindlessly. This primarily quantitative prepost study investigates the efficacy of…
Descriptors: Chemistry, Science Instruction, Instructional Effectiveness, Teaching Methods
Bubica, Nikolina; Boljat, Ivica – Informatics in Education, 2022
The new Croatian Informatics curriculum, which introduces computational thinking concepts into learning outcomes has been put into practice. A computational thinking assessment model reflecting the learning outcomes of the Croatian curriculum was created using an evidence-centered design approach. The possibility of assessing the computational…
Descriptors: Thinking Skills, Foreign Countries, Information Science Education, Computer Science Education
Niaz, Mansoor – 1994
The main objective of this study is to construct models based on strategies students use to solve chemistry problems and to show that these models form sequences of progressive transitions similar to what Lakatos (1970) in the history of science refers to as progressive 'problemshifts' that increase the explanatory' heuristic power of the models.…
Descriptors: Algorithms, Chemistry, Classroom Research, Concept Formation

Hennessy, Sara – Learning and Instruction, 1993
This article describes an empirical investigation of the extent to which incorrect arithmetic algorithms persist over time. Results with 30 fourth-year and third-year English students over up to 3 months shed light on "bugs," or students' learning of incorrect concepts, and indicate that they are not very stable in children of this age.…
Descriptors: Algorithms, Arithmetic, Concept Formation, Elementary Education

Zoller, Uri; And Others – Journal of Chemical Education, 1995
Analyzes differences in students' performance on algorithmic, lower-order cognitive skills (LOCS), and conceptual exam questions and the correlations between their achievements on these categories across different populations.Reports that the highest scores were obtained for the algorithmic questions, the lowest for the conceptual questions, and…
Descriptors: Algorithms, Chemistry, Cognitive Ability, Cognitive Measurement

Noh, Taehee; Scharmann, Lawrence C. – Journal of Research in Science Teaching, 1997
Describes a study that explores the instructional influence of presenting pictures at the molecular level when introducing chemistry concepts and solving chemistry problems. Explores the effect of the pictures on students' conceptions and problem-solving abilities. Contains 59 references. (DDR)
Descriptors: Algorithms, Analysis of Covariance, Chemistry, Cognitive Structures
Dahlberg, Cecilia, Ed. – 1989
This paper describes the BUD project which surveyed childrens' conceptions of division, and of fractions and decimals. The lack of connection between counting skills and conceptual understanding is discussed. The expectations for new algorithms and the basic idea in planning the BUD project are summarized. Some previous studies on counting, the…
Descriptors: Algorithms, Arithmetic, Cognitive Structures, Concept Formation