Non‐algorithmic quantitative problem solving in university physical chemistry: a correlation study of the role of selective cognitive factors

Abstract

This work provides a correlation study of the role of the following cognitive variables on problem solving in elementary physical chemistry: scientific reasoning (level of intellectual development/developmental level), working‐memory capacity, functional mental (M) capacity, and disembedding ability (i.e., degree of perceptual field dependence–independence). Nine individual studies, with seven problems and with various samples of first‐year undergraduate chemistry students at the University of Ioannina, were used. The problems were open‐book, while the students were as a rule not supplied with the necessary data (facts, figures, values of constants, etc.). The results were analysed by calculating Spearman’s ρ and Pearson r correlation coefficients. In addition, the seven individual studies were combined using a quasi meta‐analysis (n = 250). The main findings are: (1) scientific reasoning showed lack of correlation; (2) working‐memory capacity also showed weak correlation, but stronger than scientific reasoning; and (3) functional M‐capacity and disembedding ability played a very important role. The field may thus be of paramount importance in the novel (for the students) non‐algorithmic problems used in this study. Implications of the findings are discussed.

Acknowledgement

The author is indebted to Professor Alex H. Johnstone for the detailed and constructive feedback that contributed greatly to the improvement of the manuscript. He also thanks Dr. Michael Gagan, who read an earlier version of this manuscript and made suggestions for improvements.