Solving open-ended problems, and the influence of cognitive factors on student success

Overton, Tina; Potter, Nicholas

Abstract

Problem solving is an essential skill for undergraduate chemists to acquire. Many problem solving activities encountered on undergraduate programmes are algorithmic, and require lower order cognitive skills to be applied in order to reach a solution. We have developed a number of open-ended problems that use a real life context and require the application of higher order cognitive skills. Students' cognitive style has been determined and correlated with success in solving these problems. Early indications are that there is a correlation between field independence and problem solving ability.

Citation

Overton, T., & Potter, N. (2008). Solving open-ended problems, and the influence of cognitive factors on student success. Chemistry Education Research and Practice, 9(1), 65-69. https://doi.org/10.1039/b801307c

• Journal Article Type: Article
• Conference Name: Chemistry Education Research and Practice
• Acceptance Date: Sep 12, 2007
• Online Publication Date: Jan 28, 2008
• Publication Date: Apr 7, 2008
• Deposit Date: Nov 13, 2014
• Journal: Chemistry Education Research And Practice
• Print ISSN: 1756-1108
• Electronic ISSN: 1109-4028
• Publisher: Royal Society of Chemistry
• Peer Reviewed: Peer Reviewed
• Volume: 9
• Issue: 1
• Pages: 65-69
• DOI: https://doi.org/10.1039/b801307c
• Keywords: Education; Chemistry (miscellaneous)
• Public URL: https://hull-repository.worktribe.com/output/461572
• Publisher URL: https://pubs.rsc.org/en/Content/ArticleLanding/2008/RP/B801307C