• Journal of The Korean Association For Science Education
• /
• v.25 no.2
• /
• pp.79-87
• /
• 2005

We compared algorithmic problem solving and conceptual understanding of chemistry with three types (algorithmic, pictorial- and wordy-formatted conceptual) of problems. The familiarity, confidence, and preference to the three type of problems were also examined. The chemistry problem solving ability test was administered to 228 students from two top high schools in the province of Gyeonggi who were preparing the chemistry examination among the four optional subjects (biology, chemistry, earth science, physics) for enter university. After administrating the chemistry problem solving ability test, the degree of familiarity to some problems and the degree of confidence of their answers in a Likert scale were asked to the students. Besides, the students were asked to place preference to the type of problems in order. The students scored better on the algorithmic problems than on the conceptual problems (pictorial and wordy problems), and were also most familiar with the algorithmic problems. The students were more confident of their answers on both of types pictorial and algorithmic problems, and preferred pictorial problems rather than both of types algorithmic and wordy problems.

• Journal of The Korean Association For Science Education
• /
• v.24 no.6
• /
• pp.1063-1069
• /
• 2004

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.

• Journal of the Korean Chemical Society
• /
• v.49 no.4
• /
• pp.407-416
• /
• 2005

• Journal of The Korean Association For Science Education
• /
• v.25 no.1
• /
• pp.1-15
• /
• 2005

This study examined two students' problem solving approaches: the similarities and the differences in their problem solving approaches, and the general problem solving strategies (heuristics) the students employed were discussed. The two students represent differences not only in terms of grades earned, but also in terms of participation, motivation, attention to detail, and approaches to answering questions and problem solving. Three separate problems were selected for this study: A stoichiometry problem; a fruit salad problem; and a limiting reactant problem. Each student was asked individually on three separate occasions to contribute to this study. There are more similarities in the students' problem solving strategies than there are differences. Both students were able to correctly solve the stoichiometry and the fruit salad problems, and were unable to correctly solve the limiting reactant problem. They recognized that an algorithm could be used for both chemistry problems(a stoichiometry problem & a limiting reactant problem). Both students were unable to correctly solve the limiting reactant problem and to demonstrate a clear understanding of the Law of Conservation of Mass. Nor did they show an ability to apply it in solving the problem. However, there was a difference in each one's ability to extend what had been learned/practiced/quizzed in class, to a related but different problem situation.

• Journal of The Korean Association For Science Education
• /
• v.14 no.2
• /
• pp.143-158
• /
• 1994

This study aims to identify the characteristics of gas phase problem solving of college freshmen. Four students were participated in this study and solved the problem by using think-aloud method. The thinking processes were recorded and transferred into protocols. Problem solving stage, the ratio spended in each solving stage, solving strategy, misconceptions, and errors were identified and discussed. The relationships between students' belief system about chemistry problem solving and problem solving characteristics were also investigated. The results were as follows: 1. Students felt that chemical equation problem was easier than word problem or pictorial problem. 2. When students had declarative knowledge and procedural knowledge required by given problem, their confidence level and formula selection were not changed by redundunt information in the problem. 3. When the problem seemed to be difficult, students tended to use the Means-End or Random strategy. 4. In complicated problems, students spent longer time for problem apprehension and planning. In familiar problems, students spent rather short time for planning. 5. Students spent more time for overall problem solving process in case of using Means-End or Random strategy than using Knowledge-Development strategy.

• Journal of the Korean Chemical Society
• /
• v.48 no.2
• /
• pp.182-188
• /
• 2004

In this study, the effects of a four-stage problem-solving strategy emphasizing planning and checking stages were investigated. Two high school classes (N=55) were randomly assigned to either treatment or control group, and taught about two topics, 'gas' and 'solution' for 8 class hours. Teacher used the four-stage problem-solving strategy emphasizing planning and checking stages in the treatment group, and used traditional lecture in the control group. Two-way ANCOVA results revealed that the test scores of the treatment group were significantly higher than those of the control group in the problem-solving ability, especially in the subcategories of 'conceptual knowledge' and 'mathematical execution'. There was significant interaction between the instruction and the level of prior achievement in the 'satisfaction' of the learning motivation. The lower level students in the control group were more satisfied with chemistry class than those in the treatment group. There was no significant difference between the two groups in the scores of the awareness of metacognition. Educational implications are discussed.

• Journal of the Korean Chemical Society
• /
• v.66 no.6
• /
• pp.509-520
• /
• 2022

This study investigated the impact of elementary school science classes based on collaborative problem-solving on the character competency of students. For this purpose, students from 2 classes in 5^th grade at an elementary school in a metropolitan city were targeted, and elementary science classes based on collaborative problem-solving were developed and applied to the 5 topics selected from the 'dissolution and solution' unit in the elementary science curriculum. In order to investigate the effect of science class based on collaborative problem-solving on the character competency of students, results of the character competence test before and after the class, reflective writing activity sheets filled out by the students in the experimental group, and questionnaires regarding their changes in character competency after the class were analyzed. The results showed that elementary science classes based on collaborative problem-solving were effective in cultivating the character competence of elementary school students.

• Journal of The Korean Association For Science Education
• /
• v.20 no.4
• /
• pp.519-526
• /
• 2000

In this study, the effects of visual organization and cooperative learning in problem-solving strategy were investigated. Three classes (N=127) at a high school were assigned to SV (Strategy-Visual organization) group, SVC (Strategy-Visual organization-Cooperative learning) group, and control group. After instructions, students' multiple-choice problem-solving ability, strategy performing ability, anxiety about chemistry learning, perception of involvement, and motivation to learning science were examined. Although multiple-choice problem-solving ability was not different significantly, there was a significant main effect in strategy performing ability. The scores of the SV and SVC groups were significantly higher than those of the control group, especially in the subcategories of problem understanding and recalling related principles. In the tests of perception of involvement and motivation to learning science, the scores of the SV and SVC groups were also significantly higher than those of the control group. However, problem-solving strategy using visual organization could not alleviate anxiety about chemistry learning.

• Journal of The Korean Association For Science Education
• /
• v.18 no.3
• /
• pp.337-345
• /
• 1998

This study examined the influences of computer-assisted instruction(CAl) upon high school students' conceptual understanding, algorithmic problem solving ability, learning motivation, and attitudes toward chemistry instruction. CAl programs were designed to supply animated molecular motions for emphasizing the particulate dynamic nature of matter and immediate feedbacks according to students' response types at each stage of four stage problem-solving strategy(understanding, planning, solving, and reviewing). The CAl and control groups (2 classes) were selected from a girls high school in Seoul, and taught about gas law for four class hours. Data analysis indicated that the students at the CAl group scored significantly higher than those at the control group in the tests on conceptual understanding and algorithmic problem solving ability. In addition, the students at the CAl group performed significantly better in the tests on the learning motivation and attitudes toward chemistry instruction.

• Journal of The Korean Association For Science Education
• /
• v.20 no.2
• /
• pp.214-220
• /
• 2000

The difference (bias) between self-efficacy and chemistry problem-solving ability was investigated for 96 (male: 48, female: 48) high school students. A self-efficacy instrument was administered, which asked the confidence in solving algorithmic and conceptual problems successfully. Their chemistry problem-solving ability was then assessed with 10 algorithmic and 10 conceptual problems as same in the self-efficacy instrument. Although students had higher scores in the algorithmic problems, no significant difference was found in the self-efficacy to solve the two different forms of problems. Therefore, the bias scores in the conceptual problems were higher than those in the algorithmic problems. Two-way ANOVA results for the bias in the algorithmic problems revealed a significant interaction between gender and the previous achievement level. Analysis of simple effects indicated that the bias scores of high-achieving boys were significantly higher than those of high-achieving girls. While most high-achieving boys were in the overconfident category, high-achieving girls were more likely to be in the underconfident category.