NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1001174
Record Type: Journal
Publication Date: 2012-Jul
Pages: 7
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0021-9584
Using Students' Representations Constructed during Problem Solving to Infer Conceptual Understanding
Domin, Daniel; Bodner, George
Journal of Chemical Education, v89 n7 p837-843 Jul 2012
The differences in the types of representations constructed during successful and unsuccessful problem-solving episodes were investigated within the context of graduate students working on problems that involve concepts from 2D-NMR. Success at problem solving was established by having the participants solve five problems relating to material just encountered within a computer-based tutorial. The results indicate that representations constructed during successful problem-solving episodes tend to be more accurate and more complete, but not as abstract as those constructed during unsuccessful problem-solving episodes. When more than a single representation was constructed, however, the additional representations associated with successful problem solving tended to be more abstract than those constructed during unsuccessful problem solving. The authors contend that the constructs of accuracy, abstractness, and completeness are useful for characterizing the differences in the representations constructed during successful and unsuccessful problem-solving episodes, and may serve as useful indicators of the degree of conceptual understanding the individual brings to the problem-solving event. (Contains 4 tables and 3 figures.)
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A