The role of computers in teaching chemistry problem solving

Abstract

What do we mean by problem solving in chemistry? How can we teach problem solving most effectively? What role can computers play in teaching problem solving? There is a vast literature on problem solving in the sciences, which is a largely untapped resource. At the introductory levels, typical problems are usually routine applications of formulae rather than real-life, ill-structured or ill-defined problems. It is usually assumed that students will reach conceptual understanding just through sufficient practice it problem solving. Research indicates that it is the strategic use, rather than the mere possession of knowledge that improves understanding and learning. Instructional programs in problem solving, which make processes explicit and, which teach a range of strategies, have shown to be moderately successful at the very least. Students need to be made aware of the benefits of strategies, see them modelled and have the opportunity to practice them over a period of time to develop their problem solving skills. They can benefit by being given the opportunity to develop their metacognitive awareness and skills. Ways in which computers and ICT are being used in chemistry problem solving are reviewed and details are presented of an on-line tutorial we have developed for enhancing the problem solving skills of first year science students.