Collaborative Activities for Solving Multi-Step Problems in General Chemistry

Autor/in	Tortajada-Genaro, Luis Antonio
Titel	Collaborative Activities for Solving Multi-Step Problems in General Chemistry
Quelle	In: Journal of Technology and Science Education, 4 (2014) 4, S.250-259 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Chemistry; Cooperative Learning; Problem Solving; Sequential Approach; Teaching Methods; Learning Activities; Agricultural Education; Agricultural Engineering; Scoring Rubrics; Student Surveys; Likert Scales; Thinking Skills; Error Patterns; Educational Strategies; Lecture Method; Tutorial Programs; Student Attitudes; Foreign Countries; College Students; Spain + Suchen Sie Ihr Suchwort? Chemie; Kooperatives Lernen; Problemlösen; Schrittfolge; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Agrarindustrie; Agronomie; Agrarwissenschaft; Scoring formulas; Auswertungsbogen; Schülerbefragung; Likert-Skala; Denkfähigkeit; Fehlertyp; Lehrstrategie; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Schülerverhalten; Ausland; Collegestudent; Spanien
Abstract	The learning of solving multi-step problems is a relevant aim in chemical education for engineering students. In these questions, after analyzing initial data, a complex reasoning and an elaborated mathematical procedure is needed to achieve the correct numerical answer. However, many students are able to effectively use algorithms even with a lack of meaningful understanding of involved chemical concepts. This paper reports the application of some collaborative actions in order to induce a complete acquisition of problem solving skills. The studied approaches, performed inside and outside the classroom, are classified in low-collaborative and high-collaborative activities, depending on the relative participation of instructor/students in their development. The critical description of the proposed methodology and the produced outcomes are exposed. The contribution of each major reasoning mode (model, rule or case based) employed in these activities is analyzed. Also, the perception of students is evaluated on the basis on the data provided by direct observation and a specific survey with Likert-scale and open-ended questions. The results indicate that the changes of teaching to a more conceptual orientation lead a deeper understanding, minimizing misconceptions or a rote learning. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01