Problems and problem solving in chemistry education : analysing data, looking for patterns and making deductions /
Problems and problem solving in chemistry education : analysing data, looking for patterns and making deductions /
edited by Georgios Tsaparlis.
- 1 online resource (1 volume) : illustrations (some color)
-
- Advances in chemistry education series, 7 2056-9343 ; .
- Advances in chemistry education series ; 7. .
Includes bibliographical references and index.
Intro -- Title -- Copyright -- Contents -- Chapter 1 Introduction−The Many Types and Kinds of Chemistry Problems -- 1.1 Problems and Problem Solving -- 1.2 Types and Kinds of Problems -- 1.3 Novice versus Expert Problem Solvers/Problem Solving Heuristics -- 1.4 Chemistry Problems -- 1.4.1 Problems in Stoichiometry -- 1.4.2 Problems in Organic Chemistry -- 1.5 The Present Volume -- 1.5.1 General Issues in Problem Solving in Chemistry Education -- 1.5.2 Problem Solving in Organic Chemistry and Biochemistry -- 1.5.3 Chemistry Problem Solving under Specific Contexts 1.5.4 New Technologies in Problem Solving in Chemistry -- 1.5.5 New Perspectives for Problem Solving in Chemistry Education -- References -- Part I: General Issues in Problem Solving in Chemistry Education -- Chapter 2 Qualitative Reasoning in Problem-solving in Chemistry -- 2.1 Introduction -- 2.2 Qualitative Reasoning -- 2.3 Qualitative Chemical Reasoning -- 2.4 Challenges in Reasoning -- 2.4.1 Translating from Explicit to Implicit Features -- 2.4.2 Building Inferences -- 2.4.3 Constructing Causal Stories -- 2.4.4 Navigating Multiple Scales and Dimensions -- 2.5 Educational Implications 2.6 Conclusions -- References -- Chapter 3 Scaffolding Metacognition and Resource Activation During Problem Solving: A Continuum Perspective -- 3.1 Introduction -- 3.1.1 Scaffolding as Activating Resources -- 3.1.2 Scaffolding as Blending of Metacognitive and Instructional Prompts -- 3.2 Case Studies of Two Scaffolds -- 3.2.1 Case 1: Study of a Metacognitive Scaffold in a Reflective Cycle Setting -- 3.2.2 Case 2: Study of a Scaffold in a Peer Review Setting -- 3.3 Discussion -- 3.3.1 A Note on Generalizability -- 3.3.2 Implications for Practice -- 3.3.3 Implications for Research -- Scaffold Fading 3.4 Conclusions -- References -- Chapter 4 Deconstructing the Problem-solving Process: Beneath Assigned Points and Beyond Traditional Assessment -- 4.1 Introduction -- 4.2 Rationale and Theoretical Framework -- 4.2.1 Importance of Connecting Knowledge Structure and Problem Solving -- 4.2.2 A Word about Metacognition -- 4.3 Investigating Problem Solving: Where to Start and What to Look For -- 4.4 Developing a Novel Tool for an In-depth Analysis of Students' Challenges: COSINE (Coding System for Investigating Subproblems and Networks) 4.5 Examining Students' Success and Failures with COSINE Codes and Formulas -- 4.5.1 Examining the Hidden Facts Behind Varying Level of Question Difficulty -- 4.5.2 Exploring the Nature of the Differences Between Successful and Unsuccessful Students from a Different Angle -- 4.6 COSINE Codes and Students' Chemistry Course Performance -- 4.7 The Codes and Metacognition -- 4.8 Conclusions -- References -- Chapter 5 It Depends on the Problem and on the Solver: An Overview of the Working Memory Overload Hypothesis, Its Applicability and Its Limitations -- 5.1 Introduction
"Problem solving is central to the teaching and learning of chemistry at seconday, tertiary and post-tertiary levels of education, opening to students and professional chemists alike a whole new world for analysing data, ooking for patters and making deducations. As an important higher-order thinking skill, problem solving also constitutes a major research field in science education. Relevant education research is an ongoing process, with recent developments occuring not only in the area of quantitative/computational problems, but also in qualitative problem solving. The following situations are considered, some general, others with a fous on speific areas of chemistry: quantitative problems, qualitative reasoning, metacognition and resource activation, deconstructing the problem-solving process, an overview of the working memory hypothesis, reasoning with the electron-pushing formalism, scaffolding organic synthesis skills, spectroscopy for structural characterization in organic chemisty, enzyme kinetics, problem solving in the aademic chemistry laboratory, chemistry problem-solving in context, team-based/active learning, technology for molecular representations, IR spectra simulation, and computational quantum chemistry tools. The book concludes with methodological and epistemological issues in problem solving research and other perspectives in problem solving in chemistry"--Page 4 of cover.
9781839163593 1839163593 9781839163586 1839163585
6209:6051 Royal Society of Chemistry http://www.rsc.org/spr
GBC140124 bnb
020130836 Uk
Chemistry--Study and teaching.
Chemistry--Research--Methodology.
Chimie--�Etude et enseignement.
Chimie--Recherche--M�ethodologie.
Chemistry--Study and teaching
QD40 / .P76 2021
540.71
Includes bibliographical references and index.
Intro -- Title -- Copyright -- Contents -- Chapter 1 Introduction−The Many Types and Kinds of Chemistry Problems -- 1.1 Problems and Problem Solving -- 1.2 Types and Kinds of Problems -- 1.3 Novice versus Expert Problem Solvers/Problem Solving Heuristics -- 1.4 Chemistry Problems -- 1.4.1 Problems in Stoichiometry -- 1.4.2 Problems in Organic Chemistry -- 1.5 The Present Volume -- 1.5.1 General Issues in Problem Solving in Chemistry Education -- 1.5.2 Problem Solving in Organic Chemistry and Biochemistry -- 1.5.3 Chemistry Problem Solving under Specific Contexts 1.5.4 New Technologies in Problem Solving in Chemistry -- 1.5.5 New Perspectives for Problem Solving in Chemistry Education -- References -- Part I: General Issues in Problem Solving in Chemistry Education -- Chapter 2 Qualitative Reasoning in Problem-solving in Chemistry -- 2.1 Introduction -- 2.2 Qualitative Reasoning -- 2.3 Qualitative Chemical Reasoning -- 2.4 Challenges in Reasoning -- 2.4.1 Translating from Explicit to Implicit Features -- 2.4.2 Building Inferences -- 2.4.3 Constructing Causal Stories -- 2.4.4 Navigating Multiple Scales and Dimensions -- 2.5 Educational Implications 2.6 Conclusions -- References -- Chapter 3 Scaffolding Metacognition and Resource Activation During Problem Solving: A Continuum Perspective -- 3.1 Introduction -- 3.1.1 Scaffolding as Activating Resources -- 3.1.2 Scaffolding as Blending of Metacognitive and Instructional Prompts -- 3.2 Case Studies of Two Scaffolds -- 3.2.1 Case 1: Study of a Metacognitive Scaffold in a Reflective Cycle Setting -- 3.2.2 Case 2: Study of a Scaffold in a Peer Review Setting -- 3.3 Discussion -- 3.3.1 A Note on Generalizability -- 3.3.2 Implications for Practice -- 3.3.3 Implications for Research -- Scaffold Fading 3.4 Conclusions -- References -- Chapter 4 Deconstructing the Problem-solving Process: Beneath Assigned Points and Beyond Traditional Assessment -- 4.1 Introduction -- 4.2 Rationale and Theoretical Framework -- 4.2.1 Importance of Connecting Knowledge Structure and Problem Solving -- 4.2.2 A Word about Metacognition -- 4.3 Investigating Problem Solving: Where to Start and What to Look For -- 4.4 Developing a Novel Tool for an In-depth Analysis of Students' Challenges: COSINE (Coding System for Investigating Subproblems and Networks) 4.5 Examining Students' Success and Failures with COSINE Codes and Formulas -- 4.5.1 Examining the Hidden Facts Behind Varying Level of Question Difficulty -- 4.5.2 Exploring the Nature of the Differences Between Successful and Unsuccessful Students from a Different Angle -- 4.6 COSINE Codes and Students' Chemistry Course Performance -- 4.7 The Codes and Metacognition -- 4.8 Conclusions -- References -- Chapter 5 It Depends on the Problem and on the Solver: An Overview of the Working Memory Overload Hypothesis, Its Applicability and Its Limitations -- 5.1 Introduction
"Problem solving is central to the teaching and learning of chemistry at seconday, tertiary and post-tertiary levels of education, opening to students and professional chemists alike a whole new world for analysing data, ooking for patters and making deducations. As an important higher-order thinking skill, problem solving also constitutes a major research field in science education. Relevant education research is an ongoing process, with recent developments occuring not only in the area of quantitative/computational problems, but also in qualitative problem solving. The following situations are considered, some general, others with a fous on speific areas of chemistry: quantitative problems, qualitative reasoning, metacognition and resource activation, deconstructing the problem-solving process, an overview of the working memory hypothesis, reasoning with the electron-pushing formalism, scaffolding organic synthesis skills, spectroscopy for structural characterization in organic chemisty, enzyme kinetics, problem solving in the aademic chemistry laboratory, chemistry problem-solving in context, team-based/active learning, technology for molecular representations, IR spectra simulation, and computational quantum chemistry tools. The book concludes with methodological and epistemological issues in problem solving research and other perspectives in problem solving in chemistry"--Page 4 of cover.
9781839163593 1839163593 9781839163586 1839163585
6209:6051 Royal Society of Chemistry http://www.rsc.org/spr
GBC140124 bnb
020130836 Uk
Chemistry--Study and teaching.
Chemistry--Research--Methodology.
Chimie--�Etude et enseignement.
Chimie--Recherche--M�ethodologie.
Chemistry--Study and teaching
QD40 / .P76 2021
540.71