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ERIC Number: EJ943203
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-1756-1108
Investigating Students' Success in Solving and Attitudes towards Context-Rich Open-Ended Problems in Chemistry
Overton, Tina L.; Potter, Nicholas M.
Chemistry Education Research and Practice, v12 n3 p294-302 2011
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 a number of open-ended problem in groups and individually. The three cognitive variables of working memory, M capacity and field dependence-independence were measured. A pre and post activity attitudes questionnaire was administered. The results show that there is a difference between the cognitive variables required for success in traditional algorithmic problems and open-ended problems. The context-rich open-ended problems significantly shifted students' attitudes towards problem solving. (Contains 2 tables and 7 figures.)
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Group Embedded Figures Test