Literaturnachweis - Detailanzeige
Autor/inn/en | Taasoobshirazi, Gita; Glynn, Shawn M. |
---|---|
Titel | College Students Solving Chemistry Problems: A Theoretical Model of Expertise |
Quelle | In: Journal of Research in Science Teaching, 46 (2009) 10, S.1070-1089 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4308 |
Schlagwörter | Majors (Students); Self Efficacy; Chemistry; Problem Solving; Path Analysis; College Science; Science Instruction; Undergraduate Students; Scientific Concepts; Learning Strategies; Stoichiometry; Thermodynamics; Scientific Principles |
Abstract | A model of expertise in chemistry problem solving was tested on undergraduate science majors enrolled in a chemistry course. The model was based on Anderson's "Adaptive Control of Thought-Rational" (ACT-R) theory. The model shows how conceptualization, self-efficacy, and strategy interact and contribute to the successful solution of quantitative, well-defined chemistry problems in the areas of stoichiometry, thermochemistry, and properties of solutions. A statistical path analysis and students' explanations supported the model and indicated that the students' problem conceptualization and chemistry self-efficacy influenced their strategy use, which, in turn, strongly influenced their problem-solving success. The implication of these findings for future research and developing students' expertise in chemistry problem solving is that a strategy is advantageous when it is built on a foundation of conceptual knowledge and chemistry self-efficacy. (Contains 5 tables and 3 figures.) (As Provided). |
Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |