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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ498257
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-8326
Progressive Transitions from Algorithmic to Conceptual Understanding in Student Ability to Solve Chemistry Problems: A Lakatosian Interpretation.
Niaz, Mansoor
Science Education, v79 n1 p19-36 Jan 1995
Describes a study with the main objective of constructing models based on strategies students use to solve chemistry problems and to show that these models form sequences of progressive transitions termed "problemshifts" that increase the explanatory/heuristic power of the model. Results implies that the relationship between algorithmic and conceptual problems is not dichotomous. (ZWH)
Descriptors: Algorithms, Chemistry, Concept Formation, Models, Problem Solving, Science Education, Secondary Education
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Conceptual Change