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Original Articles

Open-ended problem solving in school chemistry: A preliminary investigation

Pages 1313-1332 | Published online: 26 Nov 2010

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Juan Quílez. (2019) A categorisation of the terminological sources of student difficulties when learning chemistry. Studies in Science Education 55:2, pages 121-167.
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Alfred Mensah & Olebogeng Nicodimus Morabe. (2018) Strategies Used by Grade 12 Physical Sciences Students in Solving Chemical Equilibrium Problems. African Journal of Research in Mathematics, Science and Technology Education 22:2, pages 174-185.
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Vahide Taskin & Sascha Bernholt. (2014) Students' Understanding of Chemical Formulae: A review of empirical research. International Journal of Science Education 36:1, pages 157-185.
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Diana Boaventura, Cláudia Faria, Isabel Chagas & Cecília Galvão. (2013) Promoting Science Outdoor Activities for Elementary School Children: Contributions from a research laboratory. International Journal of Science Education 35:5, pages 796-814.
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Elliot P. Douglas, Mirka Koro-Ljungberg, Nathan J. McNeill, Zaria T. Malcolm & David J. Therriault. (2012) Moving beyond formulas and fixations: solving open-ended engineering problems. European Journal of Engineering Education 37:6, pages 627-651.
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Helen St Clair‐Thompson, Tina Overton & Chris Botton. (2010) Information processing: a review of implications of Johnstone’s model for science education. Research in Science & Technological Education 28:2, pages 131-148.
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Anne Hume & RichardK. Coll. (2009) Assessment of learning, for learning, and as learning: New Zealand case studies. Assessment in Education: Principles, Policy & Practice 16:3, pages 269-290.
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Anne Hume & Richard Coll. (2008) Student Experiences of Carrying out a Practical Science Investigation Under Direction. International Journal of Science Education 30:9, pages 1201-1228.
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Articles from other publishers (23)

Pingping Zhao, Chun-Yen Chang, Yueyang Shao, Zhi Liu, Hao Zhou & Jian Liu. (2023) UTILIZATION OF PROCESS DATA IN CHINA: EXPLORING STUDENTS’ PROBLEM-SOLVING STRATEGIES IN COMPUTER-BASED SCIENCE ASSESSMENT FEATURING INTERACTIVE TASKS. Journal of Baltic Science Education 22:5, pages 929-944.
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Andrew Olewnik & Bahar Memarian. (2022) Characterizing Student Engineering Problem Engagement Through Process Diagramming. Characterizing Student Engineering Problem Engagement Through Process Diagramming.
Caroline Cormier & Bruno Voisard. (2022) Nouveau programme collégial québécois de Sciences de la nature: commentaire sur l’article de Désautels (2020) et pistes pour l’intervention. Canadian Journal of Science, Mathematics and Technology Education 22:1, pages 237-249.
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Barbara Chiu, Christopher Randles & Stefan Irby. (2022) Analyzing Student Problem-Solving With MAtCH. Frontiers in Education 6.
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I N Kamalia, S Anggraeni & Y H Adisendjaja. (2020) The development of marine resources investigative practicum and its effect on creative thinking skills and life skill of vocational school student. Journal of Physics: Conference Series 1521:4, pages 042032.
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Zamakhsyari & Sri Rahayu. Fostering ill-structured problem-solving skills of chemistry students using socioscientific issues as learning contexts. Fostering ill-structured problem-solving skills of chemistry students using socioscientific issues as learning contexts.
Norman Reid & Asma Amanat AliNorman Reid & Asma Amanat Ali. 2020. Making Sense of Learning. Making Sense of Learning 115 143 .
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A Hamid & Nofiza. (2018) Optimalization of student’s learning outcomes and learning activities in physics using open ended model. Journal of Physics: Conference Series 1088, pages 012118.
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Ornit Spektor-Levy, Inna Plutov, Naama Israeli & Netta Perry. 2018. Information and Technology Literacy. Information and Technology Literacy 1470 1493 .
Ornit Spektor-Levy, Inna Plutov, Naama Israeli & Netta Perry. 2017. Digital Tools and Solutions for Inquiry-Based STEM Learning. Digital Tools and Solutions for Inquiry-Based STEM Learning 1 32 .
Uri Zoller. 2016. Insights from Research in Science Teaching and Learning. Insights from Research in Science Teaching and Learning 153 168 .
H. Sevian, S. Bernholt, G. A. Szteinberg, S. Auguste & L. C. Pérez. (2015) Use of representation mapping to capture abstraction in problem solving in different courses in chemistry. Chemistry Education Research and Practice 16:3, pages 429-446.
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Johari Surif, Nor Hasniza Ibrahim & Siti Fairuz Dalim. (2014) Problem Solving: Algorithms and Conceptual and Open-ended Problems in Chemistry. Procedia - Social and Behavioral Sciences 116, pages 4955-4963.
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Liberato Cardellini. 2014. Learning with Understanding in the Chemistry Classroom. Learning with Understanding in the Chemistry Classroom 149 163 .
Norman Reid. 2014. Learning with Understanding in the Chemistry Classroom. Learning with Understanding in the Chemistry Classroom 77 101 .
Patrice Venturini & Andrée Tiberghien. (2012) La démarche d’investigation dans le cadre des nouveaux programmes de sciences physiques et chimiques : étude de cas au collègeThe investigation approach as part of the new chemistry and physics syllabus:a case study in collège (lower secondary education)El trabajo de investigación en el marco de los nuevos programas de ciencias físicas y químicas : estudio de caso en el colegioDer Untersuchungsprozess im Rahmen der neuen Lehrpläne für Chemie und Physik: eine Fallstudie am Collège. Revue française de pédagogie:180, pages 95-120.
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Asma Amanat & Norman Reid*. (2012) Understanding mathematics: Some key factors. European Journal of Educational Research 1:3, pages 283-299.
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Pavlo D. Antonenko, Craig A. Ogilvie, Dale S. Niederhauser, John Jackman, Piyamart Kumsaikaew, Rahul R. Marathe & Sarah M. Ryan. (2010) Understanding student pathways in context-rich problems. Education and Information Technologies 16:4, pages 323-342.
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A. H. Johnstone. (2009) You Can’t Get There from Here. Journal of Chemical Education 87:1, pages 22-29.
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C. A. Ogilvie. (2009) Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems. Physical Review Special Topics - Physics Education Research 5:2.
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María‐Pilar Jiménez‐Aleixandre & Carlos Reigosa. (2006) Contextualizing practices across epistemic levels in the chemistry laboratory. Science Education 90:4, pages 707-733.
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