Problem-Solving Behaviors of Different Achievement Groups on Multiple-Choice Questions in General Chemistry

Autor/inn/en	Teichert, Melonie A.; Schroeder, Maria J.; Lin, Shirley; Dillner, Debra K.; Komperda, Regis; Bunce, Diane M.
Titel	Problem-Solving Behaviors of Different Achievement Groups on Multiple-Choice Questions in General Chemistry
Quelle	In: Journal of Chemical Education, 97 (2020) 1, S.3-15 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teichert, Melonie A.) ORCID (Schroeder, Maria J.) ORCID (Lin, Shirley) ORCID (Dillner, Debra K.) ORCID (Komperda, Regis) ORCID (Bunce, Diane M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Problem Solving; Chemistry; Science Instruction; Science Tests; Multiple Choice Tests; Science Achievement; Cognitive Style; Protocol Analysis; Correlation; Holistic Approach; Student Behavior; Behavior Patterns; Concept Formation; Test Wiseness; Scientific Concepts; Comparative Analysis; Computation + Suchen Sie Ihr Suchwort? Problemlösen; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Cognitive styles; Kognitiver Stil; Korrelation; Holistischer Ansatz; Student behaviour; Schülerverhalten; Concept learning; Begriffsbildung
Abstract	On the basis of the results of two prior studies at the US Naval Academy (USNA), which described the choice of study resources and the self-reported learning approaches of students of differing achievement levels, the current investigation examines how students of differing achievement levels in general chemistry actually solve multiple-choice questions. A think-aloud protocol was selected as the vehicle for this investigation. This research utilized and compared the correlation of both a holistic qualitative and a quasi-quantitative approach to analyzing the interviews. The holistic qualitative approach identified student behaviors in four broad categories: problem-solving, conceptual understanding, test-taking strategies, and use of scientific language. The quasi-quantitative analysis allowed us to focus on more specific behavioral trends within these categories providing a more detailed picture of what middle-achieving students do when solving algorithmic and conceptual problems. Middle-achieving students demonstrated more variability when solving conceptual questions as compared to algorithmic questions, applying a mixture of behaviors that were characteristic of higher-achieving and lower-achieving students. Implications for teaching based on this research include the need to help middle-achieving students become aware of the difference between their approaches to solving algorithmic versus conceptual questions, emphasizing what they do correctly and how they can improve their problem solving. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01