• Title, Summary, Keyword: Chemistry Problem Solving

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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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The Effects of Problem Solving Strategy and Paired Think-Aloud Problem Solving on High School Students' Chemistry Problem Solving (문제 해결 전략과 해결자.청취자 활동이 고등학생의 화학 문제 해결에 미치는 효과)

  • Jeon, Kyung-Moon;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.21 no.2
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    • pp.289-298
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    • 2001
  • The effect of the instructional approach that asked students to check their problem-solving processes through a paired think-aloud problem solving after presenting molecular-level pictures and a four stage-problem solving strategy was investigated. Four high school classes (N = 191) were randomly assigned to St group (using Strategy individually), SL group (Solver Listener), St-SL group (using Strategy-Solver Listener), and control group. Although the test scores of the St-SL group on strategy performing ability were significantly higher than those of the control group, there was not significant difference for the scores in the multiple-choice algorithmic problems. Regarding the subcategories of strategy performing ability test, students' ability of understanding given of problems and deriving the proper physical quantity was improved, but their ability of setting up subgoals and reviewing their solving process was very low. The preference to the strategy of the St-SL group was more positive than that of the St group.

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Analysis of differences in chemical problem solving process of college students related to the characteristics of problems (문제의 특성에 따른 대학생들의 화학 문제해결 과정의 차이 분석)

  • Hong, Mi-Young;Park, Yune-Bae
    • Journal of The Korean Association For Science Education
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    • v.15 no.1
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    • pp.80-91
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    • 1995
  • This study aims to identify the differences in chemical problem solving process of college students when the amount of information, problem context and the reasoning level were varied. Four students were participated and each student solved the problem by think-aloud method and then interviewed individually. Problem solving stage, ratio of time for each solving stage, solving strategy, misconceptions, and errors were identified and discussed related to the characteristics of problems. And, the relationships of students' belief system about chemistry & chemistry problem solving and problem solving characteristics were also identified.

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The Instructional Effect of a Four-stage Problem Solving Approach Visually Emphasizing the Molecular Level of Matter upon Students' Conceptions and Problem Solving Ability (물질의 분자 수준을 시각적으로 강조하는 4단계 문제 해결식 수업이 학생의 개념과 문제 해결 능력에 미치는 효과)

  • Noh, Tae-Hee;Moon, Kyung-Moon
    • Journal of The Korean Association For Science Education
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    • v.17 no.3
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    • pp.313-321
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    • 1997
  • The purpose of this study was to investigate the instructional effect of a four-stage problem solving approach visually emphasizing the molecular level of matter upon students' conceptions and problem solving ability. On the basis of the research results regarding molecular representation in learning chemistry, problem-solving instruction, and the effect of visual materials, the instructional strategy was developed while considering Korean educational situations. The treatment and control groups (2 classes) were selected from a girls' high school in Seoul and taught about stoichiometry, gas, liquid, solid, and solution for 13 weeks. For the treatment group, 52 charts were supplied in order to emphasize the molecular level of matter and/or 4 stage problem solving strategy-understanding, planning, solving, and reviewing. For the control group, traditional instruction was used. Before the instructions, the Group Assessment of Logical Thinking and the Spatial Ability Test were administered, and their scores were used as covariate and blocking variable, respectively. After the instructions, students' conceptions and problem solving ability were measured by the Chemistry Conceptions Test (CCT) and the Chemistry Problem Solving Ability Test (CPSAT), respectively. The results indicated that the CCT scores of the treatment group were significantly higher than those of the control group. The students in the treatment group also exhibited less misconceptions than those in the control group. However, there was not significant difference for the CPSAT scores. No interaction with students' spatial ability was found for both students' conceptions and problem solving ability. Educational implications are discussed.

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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.

Brain Activation Pattern and Functional Connectivity during Convergence Thinking and Chemistry Problem Solving (융합 사고와 화학문제풀이 과정에서의 두뇌 활성 양상과 기능적 연결성)

  • Kwon, Seung-Hyuk;Oh, Jae-Young;Lee, Young-Ji;Eom, Jeung-Tae;Kwon, Yong-Ju
    • Journal of the Korean Chemical Society
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    • v.60 no.3
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    • pp.203-214
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    • 2016
  • The purpose of this study was to investigate brain activation pattern and functional connectivity during convergence thinking based creative problem solving and chemistry problem solving to identify characteristic convergence thinking that is backbone of creative problem solving using functional magnetic resonance imaging(fMRI). A fMRI paradaigm inducing convergence thinking and chemistry problem solving was developed and adjusted on 17 highschool students, and brain activation image during task was analyzed. According to the results, superior frontal gyrus, middle frontal gyrus, inferior frontal gyrus, medial frontal gyrus, cingulate gyrus, precuneus and caudate nucleus body in left hemisphere and cuneus and caudate nucleus body in right hemisphere were significantly activated during convergence thinking. The other hand, middle frontal gyrus, medial frontal gyrus and caudate nucleus in left hemisphere and middle frontal gyrus, lingual gyrus, caudate nucleus, thalamus and culmen of cerebellum in right hemisphere were significantly activated during chemistry problem solving. As results of analysis functional connectivity, all of areas activated during convergence thinking were functionaly connected, whereas scanty connectivity of chemistry problem solving between right middle frontal gyrus, bilateral nucleus caudate tail and culmen. The results show that logical thinking, working memory, planning, imaging, languge based thinking and learning motivation were induced during convergence thinking and these functions and regions were synchronized intimately. Whereas, logical thinking and inducing learning motivation functioning during chemistry problem solving were not synchronized. These results provide concrete information about convergence thinking.

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 Impact of Motivational and Cognitive Variables on Multiple-Choice Algorithmic Chemistry Problem Solving: Achievement Goal, Perceived Ability, Learning Strategy, and Self-Regulation (동기 및 인지 변인이 화학 선다형 수리 문제 해결에 미치는 영향: 성취 목적, 유능감, 학습 전략, 자기 조절 능력)

  • Jeon, Kyung-Moon;Park, Hyun-Ju;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.26 no.1
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    • pp.1-8
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    • 2006
  • This study investigated the causal relationships between high school student multiple-choice algorithmic chemistry problem solving and 1) the motivational variables of achievement goal (task goal/performance goal/performance-avoidance) and perceived ability, and 2) the cognitive variables of learning strategy (deep learning/surface learning) and self-regulation. Path analysis supported a causal model in which perceived ability and task goal were found to positively influence algorithmic chemistry problem-solving ability via self-regulation. In particular it was found that perceived ability directly influenced algorithmic chemistry problem-solving ability. Moreover, deep learning was found to have been influenced by perceived ability and task goal, while surface learning was influenced by performance-avoidance goal. Lastly, there did not appear to be any causal relationship between learning strategy and algorithmic chemistry problem-solving ability.

The Effect of Grouping by Communication Apprehension Level in Paired Think-Aloud Problem Solving for Middle School Chemistry (중학교 화학에 적용한 해결자.·청취자 활동에서 의사소통 불안 수준에 따른 소집단 구성의 효과)

  • Kang, Hun-Sik;Lee, Jeong-Soon;Kim, Kyung-Sun;Jeon, Kyung-Moon;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
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    • v.51 no.6
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    • pp.569-576
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    • 2007
  • In this study, the effect of grouping by communication apprehension level in paired think-aloud problem solving was examined. Three classes of 9th graders (N=99) were randomly assigned to a control group, homogeneous group or heterogeneous group based on the test scores of their communication apprehension. After the instructions concerning ‘writing balanced chemical equation', ‘the law of conservation of mass', and ‘the law of definite proportions' for 7 class hours, students' chemistry problem solving ability and the perception to the paired think-aloud problem solving were examined. Two-way ANOVA results revealed that there was an interactive effect in the score of chemistry problem solving ability test. In simple effect test for the students of low communication apprehension, the scores of the heterogeneous group were found to be significantly higher than those of the control group. However, the students in homogeneous group had relatively positive perceptions to the paired think-aloud problem solving.

Pattern of the University Students' Perception for Unexpected Results and Effect of Problem-Solving Experiments for Change of Perception

  • Lim, Hee-Young;Kang, Seong-Joo
    • Journal of The Korean Association For Science Education
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    • v.30 no.3
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    • pp.366-374
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    • 2010
  • The purpose of this study was grouping students' perception types on the unexpected results in experiments, and looking into how the problem-solving experiment affected the change of these perception types. In order to answer this, interview data were analyzed in terms of perception types, and through analysis of questionnaires carried out at the beginning and the end of the semester, the change of perception types was researched. As a result, perception types of students divided into 'the difference between theory and practice,' 'inexperience of experiment skill,' and 'No reading between lines in manual.' After performing the problem-solving experiment for one semester, the perception of 'the difference between theory and practice' declined, and the desire for 'reading between lines' increased, so the problem-solving experiment influenced on the change of perception positively.