• Title, Summary, Keyword: 화학 문제 해결

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The Relationships of Chemistry problem Solving Ability with Cognitive Variables and Affective Variables (화학 문제 해결력과 인지적.정의적 변인 사이의 관계)

  • Noh, Tae-Hee;Han, Jae-Young;Kim, Chang-Min;Jeon, Kyung-Moon
    • Journal of the Korean Chemical Society
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    • v.44 no.1
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    • pp.68-73
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    • 2000
  • In this study, tlhe relationships of high school students' abilities to solve chemistry problems with cognitive variables (logical thinking ability, mental capacity. and learning strategy) and affective variables(self-efficacy, self-concept of ability, learning goal, and attitude toward science) were investigated. The proportion of variance due to the variables for algorithmic and conceptual problem solving ability was studied by a multiple regression analysis. The results indicated that, among the cognitive variables, the logical thinking ability significantly predicted the algorithmic problem solving ability, and the learning strategy was the best predictor of conceptual problem solving ability although not significant. Among the affective variables studied, the self-concept of alility was the significant predictor of both algorithmic and conceptual problem solving abilities. The seif-efficacy was significantly correlated with conceptual problem solving ability, but it had no predictive power.

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The Relationships Between Verbal Behaviors and Chemistry Problem Solving Ability in Cooperative Learning (협동학습 과정에서의 언어적 행동과 화학 문제 해결력 사이의 관계)

  • Jeon, Kyung-Moon;Yeo, Kyeong-Hee;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.20 no.2
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    • pp.234-243
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    • 2000
  • This study investigated the relationships between verbal behaviors and chemistry problem solving ability in cooperative learning. Based on the previous chemistry achievement. 11th-graders were assigned heterogeneously into three-membered groups. Small cooperative group problem solving processes in using 4 stage-problem solving strategy were audio/video taped. Students' chemistry problem solving ability was then measured by a problem solving strategy performance test. Their verbal behaviors were classified into giving information, receiving information, asking questions, and disagreeing. These were further coded into 16 subcategories. Providing, a subcategory of giving information, was the most frequent behavior. In studying partial correlation between verbal behaviors and problem solving ability, 7 categories were found to have significantly positive relationships. Providing showed the highest correlation with the problem solving ability as reported previously. Moreover, this study also revealed significant correlations in the categories of clarifying provided, correcting, justifying, and clarifying. In the case of low-ability students, the verbal behaviors of giving or receiving information were strongly correlated with problem solving ability. However, these verbal behaviors did not enhance the problem solving ability of high- and medium-ability students.

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Comparative Analysis of Conceptual and Algorithmic Problem Solving Ability on Boyle's Law and Charles's Law in Middle School 1st Grade Students (보일의 법칙과 샤를의 법칙에 대한 중학교 1학년 학생들의 개념 문제 해결력과 수리 문제 해결력 비교 분석)

  • Park, Jin-Sun;Kim, Dong-Jin;Park, Se-Yeol;Hwang, Hyun-Sook;Park, Kuk-Tae
    • Journal of the Korean Chemical Society
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    • v.55 no.6
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    • pp.1042-1055
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    • 2011
  • The purpose of this study was to compare the conceptual and algorithmic problem solving ability on Boyle's law and Charles's law according to cognitive levels and characteristics of students in middle school 1st grade students. For this study, questionnaire items of conceptual and algorithmic problem solving ability were developed. and the problem solving ability according to cognitive levels and characteristics of students was compared. The long-term memory effect in conceptual and algorithmic problem solving ability according to cognitive levels was investigated, and problem solving process were analyzed by questionnaire items. In the results of this study, conceptual problem solving ability was higher than algorithmic problem solving ability in all cognitive levels. There was statistically significant difference in concrete operational period and transitional period students. In comparison of the long-term memory effect in conceptual and algorithmic problem solving ability, formal operational period students had the long-term memory effect. There was no statistically significant difference in the conceptual and algorithmic problem solving ability according to private education among the characteristics of students. But there was statistically significant difference in the problem solving ability according to experiences of the scientific activities and hopes to related scientific careers. From results of analysis of problem solving process, it is known that the students had a tendency to just remember macroscopic phenomena and to solve the problems without understanding the concepts. Therefore, teaching and learning strategy is necessary to replace unscientific concepts by the scientific concepts through identifying students's unscientific concepts in advance.

Undergraduates' Response Pattern on the Problem-Solving-Type General Chemistry Laboratory (문제해결형 일반화학 실험에서 나타나는 대학생의 반응유형)

  • Lim, Hee-Young;Kang, Seong-Joo
    • Journal of The Korean Association For Science Education
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    • v.29 no.2
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    • pp.193-202
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    • 2009
  • The purpose of this study was to investigate undergraduates' characteristics of problem-solving process through analysis of the response patterns on problem-solving laboratory. For this purpose, 18 freshmen taking a problem-solving-type general chemistry laboratory had been interviewed for the analysis of the characteristics of problem-solving process. According to the results, the students' responses have been classified into five types; trying to solve problems using new factors, trying to solve problems by finding missing factors in manual, recognizing problem-situations but just repeating the given process, not recognizing problem-situations but trying to solve doubts generated during execution, satisfying about results, and taking no further action. These results can be used as materials to suggest the role model of the students' laboratory execution and to look back on each students' execution.

The Effects of Grouping Method in Solving Chemistry Problems Using Think-Aloud Paired Problem Solving (해결자.청취자 활동을 이용한 화학 문제 해결에서 소집단 구성 방법에 따른 효과)

  • Noh, Tae-Hee;Seong, Eul-Sun;Kang, Hun-Sik;Jeong, Yeong-Seon;Kang, Suk-Jin
    • Journal of The Korean Association For Science Education
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    • v.24 no.6
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    • pp.1063-1069
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    • 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.

Inductive Influence of Algorithmic and Conceptual Problems (수리 문제와 개념 문제 사이의 유도 효과)

  • Noh, Tae-Hee;Kang, Hun-Sik;Jeon, Kyung-Moon
    • Journal of The Korean Association For Science Education
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    • v.24 no.2
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    • pp.320-326
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    • 2004
  • This study investigated whether algorithmic problem solving and conceptual problem solving influenced each other or not. Four classes of 12th grade (N= 112) that are equal in prior achievement were randomly assigned to group AC (Algorithmic-Conceptual problem) and group CA (Conceptual-Algorithmic problem). Students of group AC solved the conceptual problems after learning the related algorithmic problems, and those of group CA solved the same problems in reverse order. The results revealed that learning the algorithmic problems improved students' ability to solve the related conceptual problems, but learning the conceptual problems did not help students solve the related algorithmic problems. Regarding the confidence on problem solving, learning the algorithmic problems had little effect on the related conceptual problems. Learning the conceptual problems also had little effect on students' confidence on solving of the related algorithmic problems.

Research on Pre-Service Science Teachers' Understanding of and Problem-Solving Ability with Regard to Chemistry Concepts (예비 과학 교사의 화학 개념에 대한 이해도와 문제 해결 능력 조사)

  • Choi, Won-Ho;Yoon, Hyeo-Seon
    • Journal of the Korean Chemical Society
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    • v.56 no.5
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    • pp.617-627
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    • 2012
  • We investigated pre-service science teachers' understanding of and problem-solving ability with regard to chemistry concepts in the high school curriculum. For this purpose, we used related certain items and analyzed the results. We found that in the case of all items, some pre-service science teachers, who do not have clear concepts, selected incorrect answers. The in-depth interviews we conducted with the participants revealed some of the causes for the results obtained. First, although pre-service science teachers have better concepts as compared to high school students, they have the same misconceptions as students with regard to some concepts. Second, although they are familiar with the general definitions or meanings of scientific concepts, they do not understand the specific content that is emphasized in the curriculum. Moreover, they tend to solve problems by the information visually conceived. Third, although they know the necessity of general concepts related to problem solving, they sometimes fail to apply inquiry skills and tend to suggest concepts from the higher education curriculum that are not helpful for solving problems.

The Instructional Effect of Problem-Solving Strategy Emphasizing Planning and Checking Stages (계획과 검토 단계를 강조한 문제 해결 전략의 효과)

  • Jeon, Kyung-Moon;Kang, Hun-Sik;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
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    • v.48 no.2
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    • pp.182-188
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    • 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.

The Influence of Cognitive Style and Cognitive Level of High School Students on Chemistry Problem Solving (고등학교 학생들의 인지 양식과 인지 수준이 화학 문제 해결에 미치는 영향)

  • Kwon, So-Hyeon;Choi, Byung-Soon
    • Journal of The Korean Association For Science Education
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    • v.22 no.1
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    • pp.132-140
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    • 2002
  • The purpose of this study was to find the influence of students' cognitive styles and cognitive levels on chemistry problem solving. 322 11th grade students were administered Group Embedded Figures Test(GEFT), Group Assesment of Logical Thinking(GALT), and chemistry problem solving task about mole and stoichiometry. Chemistry task was made of ten items, 5 items of them include misleading factor(irrelevant information). The students who are field-independent and in formal operational stage got higher scores than those who are field-dependent and in transitional stage. In 5 items which have no misleading factor GALT had significantly contributed to the regression equation, while in 5 items which have misleading factor GEFT was significant contribution to the regression equation. In two items of misleading items, students who used the irrelevant information were significantly more field dependent than those who did not use this information.

Chemistry Problem-Solving Ability and Self-Efficacy (화학 문제 해결력과 자아 효능감)

  • Jeon, Kyung-Moon;Seo, In-Ho;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.20 no.2
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    • pp.214-220
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    • 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.

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