Issue 3, 2011
From the journal:

Chemistry Education Research and Practice

Investigating students' success in solving and attitudes towards context-rich open-ended problems in chemistry

Tina L. Overton  and  Nicholas M. Potter  

Abstract

Much research has been carried out on how students solve algorithmic and structured problems in chemistry. This study is concerned with how students solve open-ended, ill-defined problems in chemistry. Over 200 undergraduate chemistry students solved a number of open-ended problem in groups and individually. The three cognitive variables of working memory, M capacity and field dependence-independence were measured. A pre and post activity attitudes questionnaire was administered. The results show that there is a difference between the cognitive variables required for success in traditional algorithmic problems and open-ended problems. The context-rich open-ended problems significantly shifted students' attitudes towards problem solving.

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Article information

DOI
https://doi.org/10.1039/C1RP90036F
Article type
Paper

Chem. Educ. Res. Pract., 2011,12, 294-302

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Investigating students' success in solving and attitudes towards context-rich open-ended problems in chemistry

T. L. Overton and N. M. Potter, Chem. Educ. Res. Pract., 2011, 12, 294 DOI: 10.1039/C1RP90036F

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