222
Views
0
CrossRef citations to date
0
Altmetric
Original Articles

Strategies Used by Grade 12 Physical Sciences Students in Solving Chemical Equilibrium Problems

ORCID Icon &

References

  • Banerjee, A.C. (1991). Misconceptions of students and teachers in chemical equilibrium. International Journal of Science Education, 13, 487–494. doi: 10.1080/0950069910130411
  • Bergquist W., & Heikkinen, H. (1990). Student ideas regarding chemical equilibrium. Journal of Chemical Education, 67, 1000–1003. doi: 10.1021/ed067p1000
  • Bowen, W.C., & Bunce, M.D. (1997). Testing for conceptual understanding in general chemistry. The Chemical Educator, 2, 1–17. doi: 10.1007/s00897970118a
  • Cheung, D. (2009). The adverse effects of Le Châtelier’s principle on teacher understanding of chemical equilibrium. Journal of Chemical Education, 86(4), 514–518. doi: 10.1021/ed086p514
  • Chin, C., & Brown, D.E. (2000). Learning in science: A comparison of deep and surface approaches. Journal of Research in Science Teaching, 37(2), 109–138. doi: 10.1002/(SICI)1098-2736(200002)37:2<109::AID-TEA3>3.0.CO;2-7
  • Chiu, M.-H. (2001). Algorithmic problem-solving and conceptual understanding of chemistry by students at a local high school in Taiwan. Proceedings of the National Science Council, Part (D), 11(1), 20–38.
  • Coştu, B. (2007). Comparison of students’ performance on algorithmic, conceptual and graphical chemistry gas problems. Journal of Science Education and Technology, 16(5), 379–386. doi: 10.1007/s10956-007-9069-z
  • Davenport, J.L., Leinhardt, G., Greeno, J., Koedinger, K., Klahr, D., Karabinos, M., & Yaron, D.J. (2014). Evidence-based approaches to improving chemical equilibrium instruction. Journal of Chemical Education, 91, 1517−1525. doi: 10.1021/ed5002009
  • Furio, C., Calatayud, M.L., Barcenas, S.L. & Padilla, O.M. (2000). Functional fixedness and functional reduction as common sense reasoning in chemical equilibrium and in geometry and polarity of molecules. Science Education, 84, 545–565. doi: 10.1002/1098-237X(200009)84:5<545::AID-SCE1>3.0.CO;2-1
  • Ganarasa, K., Dumon A., & Larchera, C. (2008). Conceptual integration of chemical equilibrium by prospective physical sciences teachers. Chemistry Education Research and Practice, 9, 240–249. doi: 10.1039/B812413M
  • Grove, N.P., & Bretz, S.L. (2012). A continuum of learning: From rote memorization to meaningful learning in organic chemistry. Chemistry Education Research and Practice, 13, 201–208. doi: 10.1039/C1RP90069B
  • Gu, Y. (2014). To code or not to code: Dilemmas in analysing think-aloud protocols in learning strategies research. System, 43, 74–81. doi: 10.1016/j.system.2013.12.011
  • Gultepe, N., Celik, A. Y. & Kilic, Z. (2013). exploring effects of high school students’ mathematical processing skills and conceptual understanding of chemical concepts on algorithmic problem solving, Australian Journal of Teacher Education, 38(10), 106–122. doi: 10.14221/ajte.2013v38n10.1
  • Haláková, Z. & Proksa, M. (2007). Two Kinds of conceptual problems in chemistry teaching. Journal of Chemical Education, 84(1), 172–174. doi: 10.1021/ed084p172
  • Johnstone, A.H. (1993). Introduction. In C. Wood and R. Sleet (Eds), Creative problem solving in chemistry (pp. iv–vi). London: The Royal Society of Chemistry.
  • Kousathana, M. & Tsaparlis, G. (2002). Students’ errors in solving numerical chemical equilibrium problems. Chemistry Education: Research and Practice, 3(1), 5–17.
  • Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178–181. doi: 10.1111/1467-8721.00088
  • Kuiper, R.A., Pesut, D., & Kautz, D. (2009). Promoting the self-regulation of clinical reasoning skills in nursing students. The Open Nursing Journal, 3, 76–85. doi: 10.2174/1874434600903010076
  • Meijer, J., Veenman, M.V.J., & Van Hout-Wolters, B.H.A.M. (2006). Metacognitive activities in text-studying and problem-solving: development of taxonomy. Educational Research and Evaluation, 12(3), 209–237. doi: 10.1080/13803610500479991
  • Mpumalanga Department of Education (2014). Examination feedback and resource material. Mpumalanga Department of Education.
  • Mpumalanga Department of Education (2015). Examination feedback and resource material. Mpumalanga Department of Education.
  • Mpumalanga Department of Education (2017). Examination feedback and resource material. Mpumalanga Department of Education.
  • Nieswandt, M. (2007). Student affect and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 44(7), 908–937. doi: 10.1002/tea.20169
  • Overton, T.L., Potter, N.M. & Leng, C. (2013). A study of approaches to solving open-ended problems in chemistry. Chemistry Education Research and Practice, 14, 468–475. doi: 10.1039/C3RP00028A
  • Özmen, H. (2008). Determination of students’ alternative conceptions about chemical equilibrium: A review of research and the case of Turkey. Chemistry Education Research and Practice, 9, 225–233. doi: 10.1039/B812411F
  • Pushkin, D.B. (1998). Introductory students, conceptual understanding, and algorithmic success. Journal of Chemical Education, 75(7), 809–810. doi: 10.1021/ed075p809
  • Reid, N. & Yang, M.J. (2002). Open-ended problem-solving in school chemistry: A preliminary investigation. International Journal of Science Education, 24(12), 1313–1332. doi: 10.1080/09500690210163189
  • Salta, K. & Tzougraki, C. (2011). Conceptual versus algorithmic problem-solving: Focusing on problems dealing with conservation of matter in chemistry. Research in Science Education, 41, 587–609. doi: 10.1007/s11165-010-9181-6
  • Schunk, D.H. (2012). Learning theories: An educational perspective (6th ed.). New York: Pearson Education.
  • Sengul, S., & Katranci, Y. (2015). Meta-cognitive aspects of solving indefinite integral problems. ProcediaSocial and Behavioral Sciences, 197, 622–629. doi: 10.1016/j.sbspro.2015.07.205
  • Smith, J.P., diSessa, A.A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3, 115–163. doi: 10.1207/s15327809jls0302_1
  • Solomonidou, C. & Stavridou, H. (2001). Design and development of a computer learning environment on the basis of students’ initial conceptions and learning difficulties about chemical equilibrium. Education and Information Technologies, 6(1), 5–27. doi: 10.1023/A:1011359010331
  • Surif, J., Ibrahim, N.H., & Dalim, S.F. (2014). Problem solving: algorithms and conceptual and open-ended problems in chemistry. ProcediaSocial and Behavioral Sciences, 116, 4955–4963. doi: 10.1016/j.sbspro.2014.01.1055
  • Van Someren, M.W., Barnard, Y.F., & Barnard, J.A.C. (1994). The think aloud method: A practical guide to modeling cognitive processes. London: Academic Press.
  • Young, K.Y. (2005). Direct from the source: The value of ‘think-aloud’ data in understanding learning. Journal of Educational Enquiry, 6(1), 19–33.
  • Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B.J. Zimmerman and D.H. Schunk (Eds), Self-regulated learning and academic achievement (pp. 1–36). New York: Routledge.
  • Zohar, A., & Dori, Y.J. (2003). Higher order thinking skills and low achieving students: Are they mutually exclusive? The Journal of the Learning Sciences, 12, 145–182. doi: 10.1207/S15327809JLS1202_1
  • Zoller, U. (2016). From algorithmic science teaching to ‘know’ to research-based transformative inter transdisciplinary learning to ‘think’: Problem-solving in the STES/STEM and sustainability contexts. In N. Papadouris et al. (Eds), Insights from Research in Science Teaching and Learning (pp. 153–168). Basel: Springer.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.