Literaturnachweis - Detailanzeige
| Autor/inn/en | Overton, Tina; Potter, Nicholas |
|---|---|
| Titel | Solving Open-Ended Problems, and the Influence of Cognitive Factors on Student Success |
| Quelle | In: Chemistry Education Research and Practice, 9 (2008) 1, S.65-69 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1756-1108 |
| DOI | 10.1039/b801307c |
| Schlagwörter | Cognitive Style; Problem Solving; Chemistry; Undergraduate Students; Science Instruction; Skill Development; Correlation; Thinking Skills |
| Abstract | Problem solving is an essential skill for undergraduate chemists to acquire. Many problem solving activities encountered on undergraduate programmes are algorithmic, and require lower order cognitive skills to be applied in order to reach a solution. We have developed a number of open-ended problems that use a real life context and require the application of higher order cognitive skills. Students cognitive style has been determined and correlated with success in solving these problems. Early indications are that there is a correlation between field independence and problem solving ability. (Contains 1 table and 4 figures.) (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 | 2017/4/10 |
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