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A novel code system for revealing sources of students' difficulties with stoichiometry (2013)
Journal Article
Gulacar, O., Overton, T. L., Bowman, C. R., & Fynewever, H. (2013). A novel code system for revealing sources of students' difficulties with stoichiometry. Chemistry Education Research and Practice, 14(4), (507-515). doi:10.1039/c3rp00029j. ISSN 1756-1108

A coding scheme is presented and used to evaluate solutions of seventeen students working on twenty five stoichiometry problems in a think-aloud protocol. The stoichiometry problems are evaluated as a series of sub-problems (e.g., empirical formulas,... Read More

Mental capacity and working memory in chemistry: Algorithmic versus open-ended problem solving (2012)
Journal Article
Clair-Thompson, H. S., Overton, T., & Bugler, M. (2012). Mental capacity and working memory in chemistry: Algorithmic versus open-ended problem solving. Chemistry Education Research and Practice, 13(4), (484-489). doi:10.1039/c2rp20084h. ISSN 1756-1108

Previous research has revealed that problem solving and attainment in chemistry are constrained by mental capacity and working memory. However, the terms mental capacity and working memory come from different theories of cognitive resources, and are... Read More

Investigating students' success in solving and attitudes towards context-rich open-ended problems in chemistry (2011)
Journal Article
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. doi:10.1039/c1rp90036f

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... Read More

Solving open-ended problems, and the influence of cognitive factors on student success (2008)
Journal Article
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. doi:10.1039/b801307c

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.... Read More