A Study of Approaches to Solving Open-Ended Problems in Chemistry

Autor/inn/en	Overton, Tina; Potter, Nicholas; Leng, Christopher
Titel	A Study of Approaches to Solving Open-Ended Problems in Chemistry
Quelle	In: Chemistry Education Research and Practice, 14 (2013) 4, S.468-475 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C3RP00028A
Schlagwörter	Chemistry; Problem Solving; Qualitative Research; Protocol Analysis; Undergraduate Students; Interviews; Transcripts (Written Records); Video Technology; Learning Strategies; Cognitive Style + Suchen Sie Ihr Suchwort? Chemie; Problemlösen; Qualitative Forschung; Interviewing; Interviewtechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil
Abstract	This paper describes the outcomes of a qualitative investigation into the range of different approaches that students use to solve open-ended, context rich problems. The study involved a small cohort of students individually solving open-ended, context-rich problems using a think aloud protocol. The problems required the students to develop a strategy, to identify data required and to make estimations. The problems did not lead to a single correct answer but rather a range of acceptable answers. Analysis of the transcripts and recordings of the sessions resulted in a limited number of categories of approaches to solving the problems. Applications of these approaches to individual students showed that there were three different types of problem-solver, described here as novice, expert and transitional. The results provide insight that will help tutors change how they, and subsequent students, approach problem solving. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01