Solving open-ended problems, and the influence of cognitive factors on student success

Chemistry Education Research and Practice

Volumn 9, Issue 1, 2008, Pages 65-69

  Overton, Tina ^a   Potter, Nicholas ^a  

^a UNIVERSITY OF HULL   (United Kingdom)

Author keywords

Higher order cognitive skills (HOCS); Open ended problems; Problem solving

Indexed keywords

EID: 41549125888     PISSN: None     EISSN: 11094028     Source Type: Journal    
DOI: 10.1039/b801307c     Document Type: Conference Paper

References (25)

1. Atkinson R.C., and Shiffrin R.M., (1968), Human memory: a proposed system and its control processes, Psychol. Learn. Motiv., 1, 89-195.
2. Ausubel D.P.; Novak J.D. and Hanesian H., (1978), Educational psychology: a cognitive view; Holt, Rinehart and Winston, London.
3. Baddeley A.D., (1986), Working memory, Clarendon Press, Oxford.
4. Bahar M., Johnstone A.H. and Sutcliffe R.G., (1999), Revisiting learning difficulties in biology, J. Biol. Educ., 33, 134-142.
5. Belt S.T., Evans E.H., McCreedy T., Overton T.L. and Summerfield S., (2002), A problem based learning approach to analytical and applied chemistry, U. Chem. Educ., 6, 65-72.
6. Bennett S.W., (2004), Assessment in chemistry and the role of examination, U. Chem. Educ., 8, 52-57.
7. Garratt J., Overton T., Tomlinson J. and Clow D., (2000), Critical thinking exercises for chemists: are they subject-specific? Act. Learn. High. Educ., 1, 152-167.
8. Hayes J.R., (1981), The complete problem solver, Franklin Institute Press, Philadelphia.
9. Johnstone A.H., (1991), Why is science difficult to learn? Things are seldom what they seem, J. of Comp. Ass. Learn., 7, 75-83.
10. Johnstone A.H., (1993), in Wood C., Creative Problem Solving, Royal Society of Chemistry, London.
11. Johnstone A.H., (1997), Chemical education, science or alchemy? J. Chem. Educ., 74, 262-268.
12. Johnstone A.H. and El-Banna H., (1986), Capacities demands and processes: a predictive model for Science Education, Educ. Chem., 23, 80-84.
13. Niaz M., (1988), The information-processing demand of chemistry problems and its relation to Pascual-Leone's functional M-capacity, Int. J. Sci. Educ., 10, 231-238.
14. Pascual-Leone J., (1974), Figural intersection tests. A group measure of M-space. Ontario, York University.
15. Pascual-Leone J., Goodman D.R., Ammon P. and Subelman I., (1978), Piagetian theory and neo-Piagetian analysis as psychological guides in education, Knowledge and development, ed. Easley J., Plenum, New York.
16. Reid N., (2000), The presentation of chemistry: logically driven or applications led? Chem. Educ. Res. Pract., 1, 381-392.
17. Reid N. and Yang M-J., (2002), The solving of problems in chemistry: the more open-ended problems, Res. Sci. Tech. Educ., 20, 83-98.
18. Renkl A., Mandl H. and Gruber H., (1996), Inert knowledge: analyses and remedies, Educ. Psychol., 31, 115-121.
19. Savin-Baden M., (2000), Problem-based learning in higher education: untold stories, Mcgraw-Hill, UK.
20. Shiffrin R.M. and Schneider W., (1977), Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory, Psych. Rev., 84, 127-190.
21. Stamovlasis D. and Tsaparlis G., (2005), Cognitive variables in problem solving: a nonlinear approach, Int. J. Sci. Math. Educ., 3, 7-32.
22. Terenzini P.T., Springer L., Pascarella E.T. and Nora A., (1995), Influences affecting the development of students' critical thinking skills, Res. High. Educ., 36, 22-39.
23. Tsaparlis G., (2005), Non-algorithmic quantitative problem solving in university physical chemistry: a correlation study of the role of selective cognitive factors, Res. Sci. Tech. Educ., 23, 125-148.
24. Wechsler D., (1955), Wechsler adult intelligence scale manual, New York, Psychological Corporation.
25. Witkin H.A. and Goodenough D.R., (1981), Cognitive styles: essence and origins. Field dependence and field independence,. Psychol. Issues, 51, 1-141.