An experiment using a sample of 11th graders compared text editing and worked examples approaches in learning to solve dilution and molarity algebra word problems in a chemistry context. Text editing requires students to assess the structure of a word problem by specifying whether the problem text contains sufficient, missing, or irrelevant information for reaching a solution. Worked examples direct students to follow steps toward the solution, and its emphasis is on computation instead of the formation of a coherent problem model. Text editing yielded higher scores in a transfer test (which shared the same solution procedure as in the acquisition problems but differed in contexts), but not a similar test (which resembled acquisition problems in terms of both solution procedure and context). Results provide some theoretical support and practical implications for using text editing to develop a coherent problem model to facilitate problem-solving skills in chemistry.