scholarly journals Analyzing Characteristics of Experts in the Context of Stoichiometric Problem-Solving

2019 ◽  
Vol 9 (3) ◽  
pp. 219
Author(s):  
Ozcan Gulacar ◽  
Alexandra Tan ◽  
Charles T. Cox ◽  
Jennifer Bloomquist ◽  
Okechukwu Jimmy ◽  
...  
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
College Graduates ◽  
Coding System ◽  
College Chemistry ◽  
Amount Of Information ◽  
Career Trajectories ◽  
Network Method ◽  
Big Picture ◽  
Problem Solving Strategies

To gauge the variability in expert problem-solving strategies for stoichiometry problems, a set of experts in different career tracks were studied with the cohort including 17 graduate students in chemistry, three college chemistry instructors, and seven college graduates working in the industry. The goal of the study was to determine whether variability would be observed based upon experience and career trajectories. The data were collected using interviews and analyzed qualitatively and quantitatively using the COSINE (Coding System for Investigating Sub-problems and Network) method. Although the method was developed for the analysis of undergraduate problem-solving, it appeared to be effective in examining experts’ problem-solving in chemistry as well. The study revealed similar abilities for succeeding at solving a series of problems, but the strategies were variable for the three cohorts of experts. Specifically, the amount of information used to solve the problems differed across the three cohorts with graduate students focusing more upon each of the specific subproblems within each problem compared to industry chemists utilizing the big-picture approach in lieu of breaking down each problem into respective subproblems. Familiarity with the question types and ability to chunk information were common characteristics observed consistently for the expert participants, which is consistent with existing research.

scholarly journals Exploring the Use of Faded Worked Examples as a Problem Solving Approach for Underprepared Students

2015 ◽  
Vol 5 (6) ◽  
pp. 36 ◽  
Author(s):  
Tiffany L Hesser ◽  
Jess L Gregory
Keyword(s):  
Problem Solving ◽  
Worked Examples ◽  
Underprepared Students ◽  
Academically Underprepared ◽  
Step Process ◽  
Post Secondary ◽  
College Chemistry ◽  
Post Secondary Institution ◽  
Course Material ◽  
Problem Solving Strategies

<p>It is not uncommon for students to find themselves underprepared when entering a post secondary institution. In additional to lower levels of academic achievement, underprepared students may not be aware that they lack the skills needed to be successful and effectively acquire and process information. Because of this, students that enter post-secondary institutions underprepared often require more support in and out of the college classroom.</p><p>In computational based classes, such as math, engineering, chemistry or physics, this support often includes an introduction to effective problem solving strategies. This study introduced faded worked examples as a problem solving approach to students identified as mathematically underprepared in a college chemistry course. Faded worked examples are similar to worked examples but fade out steps for students to complete, allowing support within the problem solving approach as learning improves. The goal of this study was to explore students’ perceptions of this problem solving approach and their belief in its potential to enhance their learning, particularly with students identified as academically underprepared. Overall, students reported that faded worked examples enhanced their overall learning and problem solving abilities in chemistry and the step by step process allowed for a better understanding of the course material.</p>

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

scholarly journals Using process data to understand problem-solving strategies and processes for drag-and-drop items in a large-scale mathematics assessment

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Yang Jiang ◽  
Tao Gong ◽  
Luis E. Saldivia ◽  
Gabrielle Cayton-Hodges ◽  
Christopher Agard
Keyword(s):  
Problem Solving ◽  
Time Allocation ◽  
Large Scale ◽  
Solution Process ◽  
Process Data ◽  
Mathematics Assessments ◽  
Assessment Design ◽  
Eighth Grade Students ◽  
Problem Solving Strategies ◽  
Drag And Drop

AbstractIn 2017, the mathematics assessments that are part of the National Assessment of Educational Progress (NAEP) program underwent a transformation shifting the administration from paper-and-pencil formats to digitally-based assessments (DBA). This shift introduced new interactive item types that bring rich process data and tremendous opportunities to study the cognitive and behavioral processes that underlie test-takers’ performances in ways that are not otherwise possible with the response data alone. In this exploratory study, we investigated the problem-solving processes and strategies applied by the nation’s fourth and eighth graders by analyzing the process data collected during their interactions with two technology-enhanced drag-and-drop items (one item for each grade) included in the first digital operational administration of the NAEP’s mathematics assessments. Results from this research revealed how test-takers who achieved different levels of accuracy on the items engaged in various cognitive and metacognitive processes (e.g., in terms of their time allocation, answer change behaviors, and problem-solving strategies), providing insights into the common mathematical misconceptions that fourth- and eighth-grade students held and the steps where they may have struggled during their solution process. Implications of the findings for educational assessment design and limitations of this research are also discussed.

scholarly journals Teachers’ Use of Technology Affordances to Contextualize and Dynamically Enrich and Extend Mathematical Problem-Solving Strategies

Mathematics ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 793
Author(s):  
Manuel Santos-Trigo ◽  
Fernando Barrera-Mora ◽  
Matías Camacho-Machín
Keyword(s):  
Problem Solving ◽  
High School Teachers ◽  
Digital Technology ◽  
Dynamic Models ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Use Of Technology ◽  
Technology Affordances ◽  
Problem Solving Strategies

This study aims to document the extent to which the use of digital technology enhances and extends high school teachers’ problem-solving strategies when framing their teaching scenarios. The participants systematically relied on online developments such as Wikipedia to contextualize problem statements or to review involved concepts. Likewise, they activated GeoGebra’s affordances to construct and explore dynamic models of tasks. The Apollonius problem is used to illustrate and discuss how the participants contextualized the task and relied on technology affordances to construct and explore problems’ dynamic models. As a result, they exhibited and extended the domain of several problem-solving strategies including the use of simpler cases, dragging orderly objects, measuring objects attributes, and finding loci of some objects that shaped their approached to reasoning and solve problems.

scholarly journals Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

2016 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
Problem Solving ◽  
Procedural Knowledge ◽  
Mental Image ◽  
Research Subjects ◽  
Maximum Score ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Thinking Process ◽  
Problem Solvers ◽  
Holistic Rubric

Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject’s solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their mindsto construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.

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