Problems and Problem Solving in Chemistry Education : Analysing Data, Looking for Patterns and Making Deductions / edited by Georgios Tsaparlis.

Format:

Book

Contributor:

Tsaparlis, Georgios, editor.

Series:

ISSO (Series)

Issn Series

Language:

English

Subjects (All):

Chemistry--Research--Methodology.

Chemistry.

Chemistry--Study and teaching.

Physical Description:

1 online resource (450 pages) : illustrations (some color)

Edition:

First edition.

Place of Publication:

London, England : The Royal Society of Chemistry, [2021]

Summary:

"Problem solving is central to the teaching and learning of chemistry at secondary, tertiary and post-tertiary levels of education, opening to students and professional chemists alike a whole new world for analysing data, looking for patters and making deductions. As an important higher-order thinking skill, problem solving also constitutes a major research field in science education. Relevant education research is an ongoing process, with recent developments occurring not only in the area of quantitative/computational problems, but also in qualitative problem solving. The following situations are considered, some general, others with a focus on specific areas of chemistry: quantitative problems, qualitative reasoning, metacognition and resource activation, deconstructing the problem-solving process, an overview of the working memory hypothesis, reasoning with the electron-pushing formalism, scaffolding organic synthesis skills, spectroscopy for structural characterization in organic chemistry, enzyme kinetics, problem solving in the academic chemistry laboratory, chemistry problem-solving in context, team-based/active learning, technology for molecular representations, IR spectra simulation, and computational quantum chemistry tools. The book concludes with methodological and epistemological issues in problem solving research and other perspectives in problem solving in chemistry"--Page 4 of book cover.

Contents:

Intro

Title

Copyright

Contents

Chapter 1 Introduction−The Many Types and Kinds of Chemistry Problems

1.1 Problems and Problem Solving

1.2 Types and Kinds of Problems

1.3 Novice versus Expert Problem Solvers/Problem Solving Heuristics

1.4 Chemistry Problems

1.4.1 Problems in Stoichiometry

1.4.2 Problems in Organic Chemistry

1.5 The Present Volume

1.5.1 General Issues in Problem Solving in Chemistry Education

1.5.2 Problem Solving in Organic Chemistry and Biochemistry

1.5.3 Chemistry Problem Solving under Specific Contexts

1.5.4 New Technologies in Problem Solving in Chemistry

1.5.5 New Perspectives for Problem Solving in Chemistry Education

References

Part I: General Issues in Problem Solving in Chemistry Education

Chapter 2 Qualitative Reasoning in Problem-solving in Chemistry

2.1 Introduction

2.2 Qualitative Reasoning

2.3 Qualitative Chemical Reasoning

2.4 Challenges in Reasoning

2.4.1 Translating from Explicit to Implicit Features

2.4.2 Building Inferences

2.4.3 Constructing Causal Stories

2.4.4 Navigating Multiple Scales and Dimensions

2.5 Educational Implications

2.6 Conclusions

Chapter 3 Scaffolding Metacognition and Resource Activation During Problem Solving: A Continuum Perspective

3.1 Introduction

3.1.1 Scaffolding as Activating Resources

3.1.2 Scaffolding as Blending of Metacognitive and Instructional Prompts

3.2 Case Studies of Two Scaffolds

3.2.1 Case 1: Study of a Metacognitive Scaffold in a Reflective Cycle Setting

3.2.2 Case 2: Study of a Scaffold in a Peer Review Setting

3.3 Discussion

3.3.1 A Note on Generalizability

3.3.2 Implications for Practice

3.3.3 Implications for Research - Scaffold Fading

3.4 Conclusions

References.

Chapter 4 Deconstructing the Problem-solving Process: Beneath Assigned Points and Beyond Traditional Assessment

4.1 Introduction

4.2 Rationale and Theoretical Framework

4.2.1 Importance of Connecting Knowledge Structure and Problem Solving

4.2.2 A Word about Metacognition

4.3 Investigating Problem Solving: Where to Start and What to Look For

4.4 Developing a Novel Tool for an In-depth Analysis of Students' Challenges: COSINE (Coding System for Investigating Subproblems and Networks)

4.5 Examining Students' Success and Failures with COSINE Codes and Formulas

4.5.1 Examining the Hidden Facts Behind Varying Level of Question Difficulty

4.5.2 Exploring the Nature of the Differences Between Successful and Unsuccessful Students from a Different Angle

4.6 COSINE Codes and Students' Chemistry Course Performance

4.7 The Codes and Metacognition

4.8 Conclusions

Chapter 5 It Depends on the Problem and on the Solver: An Overview of the Working Memory Overload Hypothesis, Its Applicability and Its Limitations

5.1 Introduction

5.2 The Demand of a Mental Task and Its Logical Structure

5.2.1 M-demand or Cognitive Demand

5.2.2 The Logical Structure of a Problem

5.2.3 Perceptual Field Effect

5.2.4 The Mobility/Fixity Dimension

5.3 Necessary Conditions for the Validity of the Johnstone-El-Banna Model

5.3.1 A Large Study that Disputed the Validity of the Model

5.3.2 Conditions Necessary for the Validity of the Model

5.3.3 Part Steps Are Not Necessarily Equivalent

5.3.4 A Simple 'Predictive' Model for Multi-step Problems

5.4 Testing the Validity of the Model for Higher M-demand Organic Synthesis Problems

5.4.1 The Training Effect

5.4.2 The Effect of Disembedding Ability

5.5 Conclusions and Further Issues.

5.5.1 Students' Ability and Achievement in Science Problem Solving: The Role of Selective Psychometric Variables

5.5.2 The Case of Quantitative Non-algorithmic Problems

5.5.3 The Effect of Convergent-divergent Thinking

5.5.4 The Assessment Format

5.5.5 Applications of Nonlinear Methodology

Appendix 5.1 A Short History of the Johnstone-El-Banna Model

Appendix 5.2 More about Working Memory

The Effect of Gender

Working Memory and Mathematics Education

Part II: Problem Solving in Organic Chemistry and Biochemistry

Chapter 6 Mechanistic Reasoning Using the Electron-pushing Formalism

6.1 Introduction

6.2 MR EPF: A Unique Form of Reasoning

6.3 Students' Approaches to Learning EPF Mechanisms

6.3.1 Students' Use of EPF Diagrams as Learning Tools

6.3.2 Foreign Language Learning: An Imperfect, but Potentially Useful, Analogy

6.4 Assessment

6.4.1 Students' Reasoning in EPF Tasks

6.5 Concluding Thoughts

Acknowledgements

Chapter 7 Scaffolding Synthesis Skills in Organic Chemistry

7.1 Introduction

7.2 Phase 1 - Orientation: Assess the Problem

7.2.1 Mapping

7.2.2 Bonds Broken/Formed and Atoms Added/Removed

7.2.3 Regio- and Stereochemical Analyses

7.3 Phase 2 - Exploration: Consider Options

7.3.1 Identifying Product Patterns

7.3.2 The Synthon Approach

7.4 Phase 3 - Investigation: Propose a Synthesis (Choose Probable Steps)

7.5 Phase 4 - Verify: Identify Competing Reactions

7.6 Conclusions

Chapter 8 Problem Solving Using NMR and IR Spectroscopy for Structural Characterization in Organic Chemistry

8.1 The Role of Spectroscopic Analysis in Organic Synthesis

8.2 Research Investigating the Teaching and Learning of Spectroscopic Structure Elucidation

8.2.1 Research Approaches.

8.2.2 Empirical Insights into Teaching and Learning Spectroscopic Structure Elucidation

8.3 Instructional Innovations

8.3.1 Scaffolding Strategies

8.3.2 Laboratory Experiments and Activities

8.4 Implications

8.4.1 Implications for Research

8.4.2 Implications for Instruction

8.5 Conclusions

Chapter 9 Assessing System Ontology in Biochemistry: Analysis of Students' Problem Solving in Enzyme Kinetics

9.1 Introduction

9.2 Theoretical Perspectives

9.3 Methods

9.4 Findings

9.4.1 Students Tended to Select the Same Response for Competitive Inhibition, with More Variation Observed for Noncompetitive Inhibition

9.4.2 Typical Responses Indicated Product Would Form Without Acknowledging the Nature of the System

9.4.3 Competitive Inhibition as a Context to Consider the Nature of a System

9.5 Conclusion and Implications

Part III: Chemistry Problem Solving in Specific Contexts

Chapter 10 Problem Solving in the Chemistry Teaching Laboratory: Is This Something That Happens?

10.1 Introduction

10.2 History of Lab Education

10.2.1 The Beginnings of the Chemistry Teaching Laboratory

10.2.2 Laboratory Versus Demonstration: The 1920s and 1930s

10.2.3 Curriculum Changes and the New Debates since the 1960s

10.3 Purposes for Lab Instruction

10.3.1 Styles of Laboratory Instruction

10.4 Cost Challenges for Laboratory and Virtual Alternatives

10.5 The Power of Practice: Problem Solving in the Laboratory for First-time Versus "Veteran" Problem Solvers

10.5.1 Getting Started

10.5.2 Instructor (Dis)comfort with the Problem-solving Process

10.5.3 Fine-tuning the Problem-solving Process

10.6 Implications for Problem Solving in the Laboratory

Heightened Frustration

Feeling Proud

10.7 Conclusions

Chapter 11 Problems and Problem Solving in the Light of Context-based Chemistry

11.1 Problems and Problem Solving

11.1.1 Problem Solving in Chemistry Education

11.1.2 Types of Problems: Structured and Open-ended

11.1.3 Problem-solving Strategies and Approaches

11.2 Context-based Learning Approaches

11.3 Affective Aspects of Learning

11.4 A Design-based Research Project to Exemplify Context-based Problems and Problem Solving

11.5 Students' Perception of the Context-based Problems

11.6 Students' Problem-solving Strategies

11.7 Context-based Problems - How Might We Move Further?

Chapter 12 Using Team Based Learning to Promote Problem Solving Through Active Learning

12.1 Introduction

12.2 Team Based Learning

12.2.1 What is TBL?

12.2.2 The Readiness Assurance Process

12.2.3 The Application Activities

12.2.4 TBL Teams

12.2.5 Does TBL Work?

12.3 A Review of Team Based Learning in the Physical and Mathematical Sciences

12.4 A Comparison of Team Based Learning and Other Collaborative Instructional Approaches

12.5 Team Based Learning in Chemistry at Keele University

12.5.1 TBL Strategies

12.5.2 Creating Multiple Choice Questions: The iRAT/tRAT

12.5.3 Example Multiple Choice Questions Used in Our TBL Sessions

12.5.4 Flexible Approaches to Application Activities

12.6 Case Studies

12.6.1 Using TBL to Flip the Classroom: First Year Organic Chemistry

12.6.2 TBL Lite: Foundation Year

12.6.3 TBL in Transnational Degree Programmes

12.6.4 Using Aspects of TBL to Facilitate Problem Solving in Different Contexts

12.7 Conclusion

Part IV: New Technologies in Problem Solving in Chemistry

Chapter 13 Technology, Molecular Representations, and Student Understanding in Chemistry

13.1 Introduction

13.2 Methods.

13.2.1 Design of the Variable Representation Assessment (VRA) Technology.

Notes:

Description based on publisher supplied metadata and other sources.

Description based on print version record.

Includes bibliographical references.

ISBN:

9781839163586

1839163585

9781839163593

1839163593

OCLC:

1256261745