Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/16922
Title: | Constructing a coherent problem model to facilitate algebra problem solving in a chemistry context | Contributor(s): | Ngu, Bing (author); Yeung, Alexander S (author); Phan, Huy (author) | Publication Date: | 2015 | DOI: | 10.1080/0020739X.2014.979899 | Handle Link: | https://hdl.handle.net/1959.11/16922 | Abstract: | An experiment using a sample of 11th graders compared text editing and worked examples approaches in learning to solve dilution and molarity algebra word problems in a chemistry context. Text editing requires students to assess the structure of a word problem by specifying whether the problem text contains sufficient, missing, or irrelevant information for reaching a solution. Worked examples direct students to follow steps toward the solution, and its emphasis is on computation instead of the formation of a coherent problem model. Text editing yielded higher scores in a transfer test (which shared the same solution procedure as in the acquisition problems but differed in contexts), but not a similar test (which resembled acquisition problems in terms of both solution procedure and context). Results provide some theoretical support and practical implications for using text editing to develop a coherent problem model to facilitate problem-solving skills in chemistry. | Publication Type: | Journal Article | Source of Publication: | International Journal of Mathematical Education in Science and Technology, 46(3), p. 388-403 | Publisher: | Taylor & Francis | Place of Publication: | United Kingdom | ISSN: | 1464-5211 0020-739X |
Fields of Research (FoR) 2008: | 170103 Educational Psychology 130208 Mathematics and Numeracy Curriculum and Pedagogy |
Fields of Research (FoR) 2020: | 520102 Educational psychology 390109 Mathematics and numeracy curriculum and pedagogy |
Socio-Economic Objective (SEO) 2008: | 930101 Learner and Learning Achievement 930201 Pedagogy |
Socio-Economic Objective (SEO) 2020: | 160302 Pedagogy | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article School of Education |
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