Factors Contributing to Problem-Solving Performance in First-Semester Organic Chemistry

Autor/inn/en	Lopez, Enrique J.; Shavelson, Richard J.; Nandagopal, Kiruthiga; Szu, Evan; Penn, John
Titel	Factors Contributing to Problem-Solving Performance in First-Semester Organic Chemistry
Quelle	In: Journal of Chemical Education, 91 (2014) 7, S.976-981 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed400696c
Schlagwörter	Organic Chemistry; Performance Factors; Academic Achievement; Problem Solving; Performance Based Assessment; Prior Learning; Science Achievement; Knowledge Level; Spatial Ability; Gender Differences; Ethnicity; Multivariate Analysis; Predictor Variables; Undergraduate Students; Problem Sets; Activity Units; Concept Mapping; Interviews; Student Attitudes; Achievement Need; Science Education; California + Suchen Sie Ihr Suchwort? Organische Chemie; Leistungsindikator; Schulleistung; Problemlösen; Leistungsermittlung; Vorkenntnisse; Wissensbasis; Räumliches Vorstellungsvermögen; Geschlechterkonflikt; Ethnizität; Multivariate Analyse; Prädiktor; Problemstellung; Area of activity; Tätigkeitsfeld; Concept Map; Interviewing; Interviewtechnik; Schülerverhalten; Naturwissenschaftliche Bildung; Kalifornien
Abstract	Problem solving is a highly valued skill in chemistry. Courses within this discipline place a substantial emphasis on problem-solving performance and tend to weigh such performance heavily in assessments of learning. Researchers have dedicated considerable effort investigating individual factors that influence problem-solving performance. The purpose of this study is to inspect the influences of a core set of factors (prior science achievement, knowledge structures, spatial ability, gender, and ethnicity) and their overall contributions to problem solving in organic chemistry using multivariate regression analyses. Results indicate that knowledge structures are a key predictor of problem-solving performance and account for a significant proportion of the variation in students' problem-solving scores. Implications for research and practice in chemistry are discussed. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10