An Analysis of Knowledge in STEM: Solving Algebraic Problems

This study was conducted to assess the students’ level of abilities in solving algebraic word problems which is a main component in Science, Technology, Engineering and Mathematics (STEM). It also aims to determine the students’ difficulties in solving these problems by using Newman’s Model of Error Analysis (NMEA). Furthermore, this study was conducted to investigate the attitudes of undergraduate students towards STEM and its relationship to the achievement of the test. The instruments are a test on algebraic problems and a set of questionnaire on attitudes towards STEM. The test which was validated by an expert from a university was adopted and adapted from a problem solving source. The test contained questions from one of the main areas of algebra which focused on two parts namely algebraic knowledge (AK) and algebraic knowledge in the context of science (AKCS). There were a total of 63 undergraduate mathematics education students who took part in this study. This study was carried out using the mixed-methods qualitative approach. The result showed that the majority of the students have a low level of algebraic knowledge as well as algebraic knowledge in the context of science. For the attitude towards STEM, findings displayed that the majority of the students were interested and gave positive attitude towards STEM. Keywords: algebraic knowledge (AK), algebraic knowledge in the context of science (AKCS), Newman’s Model of Error Analysis (NMEA), attitudes towards STEM

A review of research on the teaching and learning of chemical kinetics

We review literature on the teaching and learning of chemical kinetics at both the secondary and tertiary levels. Our aim in doing so is to summarize research literature, synthesize recommendations for future research, and suggest implications for practitioners. Two main bodies of literature emerged from the chemical kinetics education research: student understanding and instructional approaches to teaching. The student understanding findings are discussed in light of the anchoring concepts content map for general chemistry. We also review relevant literature about research on undergraduate mathematics education, as mathematics is often used as the primary language of communicating chemical kinetics. Finally, we discuss directions for future research and implications for practice.