ERIC Number: ED202671
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Facilitating Problem Solving in High School Chemistry.
Gabel, Dorothy L.; Sherwood, Robert D.
This paper reported the results of a study designed to determine whether certain instructional strategies are superior to others in teaching problem solving to high school chemistry students. The effectiveness of four instructional strategies for teaching problem solving to students of various proportional reasoning ability, verbal and visual preference, and mathematics anxiety were compared in this aptitude by treatment interaction study. Strategies used were: (1) the factor-label method; (2) the use of analogies; (3) the use of diagrams; and (4) proportionality. Problem solving ability of high school students (N=609) in nine schools in Indiana was measured by a series of immediate post-tests given after each lesson of an instructional unit, delayed post-tests given within two weeks of each unit, and the ACS-NSTA Examination in High School Chemistry administered at the end of the year. Findings indicate: (1) that mathematics anxiety is negatively correlated with science achievement; (2) that problem solving ability in chemistry is dependent on students' proportional reasoning ability; and (3) that students with visual preference performed better on an immediate post-test dealing with the topic of molarity. (DS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Science Education Research
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (54th, Grossinger's in the Catskills, Ellenville, NY, April 5-8, 1981).