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Constructing a coherent problem model to facilitate algebra problem solving in a chemistry context
Ngu, Bing Hiong Yeung, Alexander Seeshing Phan, Huy P.
Ngu, Bing Hiong
Yeung, Alexander Seeshing
Phan, Huy P.
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.
Keywords
algebra problem solving, chemistry, text editing, worked examples
Date
2015
Type
Journal article
Journal
International Journal of Mathematical Education in Science and Technology
Book
Volume
46
Issue
3
Page Range
388-403
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled