The problem-solving behaviors of 10 experts in chemistry (6 doctoral students and 4 professors) and 13 novices (5 high school students, 3 biology majors, and 5 chemistry majors) were videotaped while these subjects solved 7 selected chemical equilibrium problems individually by the think-aloud technique. / The main purposes of the study were the following: to determine empirically whether or not chemical equilibrium was a fruitful domain for problem-solving research; to determine what problem-solving behaviors are exhibited by experts and novices during the process of solving chemical equilibrium problems; to determine what differences are observed in successful and unsuccessful problem solvers; to determine what problem-solving behaviors reported by previous similar research can be observed in chemical equilibrium problem solving; to determine to what extent chemical equilibrium problem-solving performance is affected by knowledge of interrelated concepts of stoichiometry, kinetics, thermodynamics, and chemical-mathematical skills. / Differences between successful and unsuccessful subjects were described in terms of the quantitative degree of problem-solving success of each subject and qualitative performance in using conceptual, procedural, and strategic knowledge. The degree of success was determined based upon established criteria according to the number of problems solved correctly. A scheme for coding behaviours was developed based on 32 major behaviors observed during the pilot and main studies. From the verbal data collected a set of 27 tendencies or patterns was identified which characterized the qualitative differences between successful and unsuccessful subjects. / Successful subjects demonstrated the storage of several chemical principles and the related concepts of stoichiometry, kinetics, thermodynamics, acidimetry, and chemical-mathematical skills which were used correctly in solving the seven problems. They tended to use better heuristic knowledge such as making frequent checks of the consistency of their answers and reasons provided for each problem, using a knowledge-development strategy applying two methods when possible to compare the results, and following a step-by-step procedural path to arrive at the correct solution. / In contrast, unsuccessful subjects tended to ignore the fundamental principles and concepts involved, demonstrated a large number of chemical misconceptions, used less and weaker heuristics. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2979. / Thesis (Ph.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75896 |
| Contributors | CAMACHO, MOISES., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 239 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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