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The Effects of Grouping Method in Solving Chemistry Problems Using Think-Aloud Paired Problem Solving  

Noh, Tae-Hee (Seoul National University)
Seong, Eul-Sun (Seoul National University)
Kang, Hun-Sik (Seoul National University)
Jeong, Yeong-Seon (Seoul National University)
Kang, Suk-Jin (Jeonju National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.24, no.6, 2004 , pp. 1063-1069 More about this Journal
Abstract
This study investigated the effects of grouping method in solving chemistry problems using Think-Aloud Paired Problem Solving (TAPPS). Three classes (125 students) of a co-ed high school in Seoul were randomly assigned to the control, the homogeneous TAPPS, and the heterogeneous TAPPS groups. Prior to the instructions, a test of awareness of metacognition was administered. In the treatment groups, students were grouped into either homogeneous or heterogeneous group on the basis of their pre-achievement levels, and worked in pairs on chemistry problems about chemical equation and stoichiometry. Students' analytical skill, problem solving ability, and awareness of metacognition were examined after the instructions. One-way ANCOVA results indicated that the scores of the homogeneous TAPPS group in the analytical skill test were significantly higher than those of the heterogeneous TAPPS group. However, there were no significant differences among the three groups in the problem solving ability and the awareness of metacognition.
Keywords
think-aloud paired problem solving; grouping method; chemistry; analytical skill; metacognition;
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Times Cited By KSCI : 1  (Citation Analysis)
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