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019 _a1252848419
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020 _a9781839163593
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020 _a1839163593
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020 _a9781839163586
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020 _z9781839162183
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035 _a2937153
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035 _a(OCoLC)1253681699
_z(OCoLC)1252848419
_z(OCoLC)1254027007
_z(OCoLC)1256261745
037 _a6209:6051
_bRoyal Society of Chemistry
_nhttp://www.rsc.org/spr
050 4 _aQD40
_b.P76 2021
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082 0 4 _a540.71
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049 _aMAIN
245 0 0 _aProblems and problem solving in chemistry education :
_banalysing data, looking for patterns and making deductions /
_cedited by Georgios Tsaparlis.
264 1 _aLondon :
_bRoyal Society of Chemistry,
_c[2021]
300 _a1 online resource (1 volume) :
_billustrations (some color)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
340 _gpolychrome
_2rdacc
340 _gmonochrome
_2rdacc
340 _gcolor
340 _gblack and white
340 _pillustration
_2rdaill
490 1 _aAdvances in chemistry education series,
_x2056-9343 ;
_v7
504 _aIncludes bibliographical references and index.
520 _a"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.
_bThe 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.
588 0 _aOnline resource; title from digital title page (viewed on June 07, 2021).
505 0 _aIntro -- 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
505 8 _a1.5.4 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
505 8 _a2.6 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
505 8 _a3.4 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)
505 8 _a4.5 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
590 _aAdded to collection customer.56279.3
650 0 _aChemistry
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650 0 _aChemistry
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_xMethodology.
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650 6 _aChimie
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650 6 _aChimie
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650 7 _aChemistry
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700 1 _aTsaparlis, Georgios,
_eeditor.
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758 _ihas work:
_aProblems and problem solving in chemistry education (Text)
_1https://id.oclc.org/worldcat/entity/E39PCH6KkTm7F33vmYRFCKbKV3
_4https://id.oclc.org/worldcat/ontology/hasWork
776 0 8 _iPrint version:
_tProblems and problem solving in chemistry education.
_d[London] : Royal Society of Chemistry, [2021]
_z183916218X
_w(OCoLC)1223071962
830 0 _aAdvances in chemistry education series ;
_v7.
_x2056-9343
_916095
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