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Investigating students' success in solving and attitudes towards context-rich open-ended problems in chemistry

Overton, Tina L.; Potter, Nicholas M.

Authors

Tina L. Overton

Nicholas M. Potter



Abstract

Much research has been carried out on how students solve algorithmic and structured problems in chemistry. This study is concerned with how students solve open-ended, ill-defined problems in chemistry. Over 200 undergraduate chemistry students solved a number of open-ended problem in groups and individually. The three cognitive variables of working memory, M capacity and field dependence-independence were measured. A pre and post activity attitudes questionnaire was administered. The results show that there is a difference between the cognitive variables required for success in traditional algorithmic problems and open-ended problems. The context-rich open-ended problems significantly shifted students' attitudes towards problem solving.

Citation

Overton, T. L., & Potter, N. M. (2011). Investigating students' success in solving and attitudes towards context-rich open-ended problems in chemistry. Chemistry Education Research and Practice, 12(3), 294-302. https://doi.org/10.1039/c1rp90036f

Journal Article Type Article
Acceptance Date Mar 19, 2011
Publication Date Dec 1, 2011
Deposit Date Nov 13, 2014
Publicly Available Date Nov 13, 2014
Journal Chemistry education research and practice
Print ISSN 1756-1108
Publisher Royal Society of Chemistry
Peer Reviewed Peer Reviewed
Volume 12
Issue 3
Pages 294-302
DOI https://doi.org/10.1039/c1rp90036f
Keywords Problem solving; Open-ended problems; Cognitive style; Attitudes
Public URL https://hull-repository.worktribe.com/output/468245
Publisher URL http://pubs.rsc.org/en/Content/ArticleLanding/2011/RP/c1rp90036f#!divAbstract
Additional Information Copy of article first published in Chemistry education research and practice, 2011, v.12, issue 3
Contract Date Nov 13, 2014

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Copyright Statement
© The Royal Society of Chemistry 2011






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