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

Overton, Tina L.; Potter, Nicholas M.

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