Constructing a Coherent Problem Model to Facilitate Algebra Problem Solving in a Chemistry Context

Autor/inn/en	Ngu, Bing Hiong; Yeung, Alexander Seeshing; Phan, Huy P.
Titel	Constructing a Coherent Problem Model to Facilitate Algebra Problem Solving in a Chemistry Context
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 3, S.388-403 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2014.979899
Schlagwörter	Grade 11; Algebra; Chemistry; Problem Solving; Science Instruction; Secondary School Science; Word Problems (Mathematics); Editing; Scores; Skill Development; Foreign Countries; Scientific Concepts; Teaching Methods; Instructional Effectiveness; Concept Formation; Secondary School Students; Statistical Analysis; Misconceptions; Australia + Suchen Sie Ihr Suchwort? School year 11; 11. Schuljahr; Schuljahr 11; Chemie; Problemlösen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Textaufgabe; Redaktion; Textbearbeitung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Concept learning; Begriffsbildung; Sekundarschüler; Statistische Analyse; Missverständnis; Australien
Abstract	An experiment using a sample of 11th graders compared text editing and worked examples approaches in learning to solve dilution and molarity algebra word problems in a chemistry context. Text editing requires students to assess the structure of a word problem by specifying whether the problem text contains sufficient, missing, or irrelevant information for reaching a solution. Worked examples direct students to follow steps toward the solution, and its emphasis is on computation instead of the formation of a coherent problem model. Text editing yielded higher scores in a transfer test (which shared the same solution procedure as in the acquisition problems but differed in contexts), but not a similar test (which resembled acquisition problems in terms of both solution procedure and context). Results provide some theoretical support and practical implications for using text editing to develop a coherent problem model to facilitate problem-solving skills in chemistry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01