Problem Solving in the Organic Chemistry Laboratory

Methods of solving problems in organic chemistry, including the relationship of structure to reactivity, organic mechanism and organic spectroscopy. Emphasis on chemistry of organic acids and bases, alkenes, carboxylic acid derivatives, aldehydes and ketones. S, U grades assigned. Prerequisite: CHE 222. Recommended for students enrolled in CHE 301. Cannot be applied toward the chemistry minor. (1 cr. hr.)
Frequency code F = offered in fall

Chemistry - Art of Problem Solving

T1 - Reliable multi method assessment of metacognition use in chemistry problem solving
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Problem solving tutor- Learn Chemistry

Previous research has revealed that problem solving and attainment in chemistry are constrained by mental capacity and working memory. However, the terms mental capacity and working memory come from different theories of cognitive resources, and are assessed using different tasks. The current study examined the relationships between mental capacity, working memory, algorithmic and open-ended problem solving, and A level chemistry grades. The results revealed that the best predictor of algorithmic problem solving and A level grades was performance on a counting recall task, which requires the simultaneous processing and storage of information within working memory. The best predictors of open-ended problem solving were backwards digit recall and the figural intersection test. The results therefore demonstrated a dissociation between the cognitive resources underlying algorithmic and open-ended problem solving. The results are discussed in terms of both theoretical and practical implications.

Problem Solving Tutor - Royal Society of Chemistry

N2 - Metacognition is fundamental in achieving understanding of chemistry and developing of problem solving skills. This paper describes an across-method-and-time instrument designed to assess the use of metacognition in chemistry problem solving. This multi method instrument combines a self report, namely the Metacognitive Activities Inventory (MCA-I), with a concurrent automated online instrument, Interactive MultiMedia Exercises (IMMEX). IMMEX presents participants with ill defined problems and collects students' actions as they navigate the problem space. Artificial neural networks and hidden Markov modeling applied to the data collected with IMMEX produce two assessment parameters: the strategy state, which is related to the metacognitive qualities of the solution path employed, and the ability which is a measure of the problem difficulty students can properly handle. The ability values are significantly correlated with the MCA-I scores, and groups of students who performed using more metacognitive state strategies had significantly higher mean MCA-I values than those using fewer metacognitive strategies. This evidence is indicative of convergence between the methods. This instrument can be used diagnostically to guide the implementation of interventions to promote the use of metacognition; it takes little instructional time, is readily available and allows for the assessment of large cohorts.

Free math problem solver answers your chemistry homework questions with step-by-step explanations.
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Jan 23, 2015 - Research on Problem Solving in Chemistry

This study is concerned with the effects of computer simulations of two novel chemistry problems on the problem solving ability of students. A control–experimental group, equalized by pair groups (n = n = 78), research design was used. The students had no previous experience of chemical practical work. Student progress was checked twice, once 15 minutes after they had started looking for a solution, before the experimental group was exposed to the simulation, and again after completion of the test. The 15 minutes check confirmed the equivalence of the two groups. The findings both verified the difficulty of the problems, and indicated improved mean achievement of the experimental group (students who were shown the problem simulations), in comparison to the control group (students who solved the problem in the traditional way). Most students assumed that the major benefit of the simulations was to help them with the proper application of the equations. The effects of scientific reasoning/developmental level and of disembedding ability were also examined. The performance level for formal reasoners was found to be higher than that for transitional reasoners and that for transitional reasoners higher than for concrete ones. Field independent students were found to outperform field intermediate ones, and field intermediate students were found to outperform field dependent ones. Finally, in most cases the experimental group outperformed the control group at all levels of the above two cognitive factors.

Creative Problem Solving in Chemistry - Catalase- Learn Chemistry

AB - Metacognition is fundamental in achieving understanding of chemistry and developing of problem solving skills. This paper describes an across-method-and-time instrument designed to assess the use of metacognition in chemistry problem solving. This multi method instrument combines a self report, namely the Metacognitive Activities Inventory (MCA-I), with a concurrent automated online instrument, Interactive MultiMedia Exercises (IMMEX). IMMEX presents participants with ill defined problems and collects students' actions as they navigate the problem space. Artificial neural networks and hidden Markov modeling applied to the data collected with IMMEX produce two assessment parameters: the strategy state, which is related to the metacognitive qualities of the solution path employed, and the ability which is a measure of the problem difficulty students can properly handle. The ability values are significantly correlated with the MCA-I scores, and groups of students who performed using more metacognitive state strategies had significantly higher mean MCA-I values than those using fewer metacognitive strategies. This evidence is indicative of convergence between the methods. This instrument can be used diagnostically to guide the implementation of interventions to promote the use of metacognition; it takes little instructional time, is readily available and allows for the assessment of large cohorts.

Chemistry Problem Solving Videos @ WVU

Johnstone, A. H. (1993). Introduction, in: C. Wood & R. Sleet (eds.) Creative problem solving in chemistry (London, The Royal Society of Chemistry), iv–vi.