Relationship between Students’ Knowledge Structure and Problem-Solving Strategy in Stoichiometric Problems based on the Chemical Equation

dc.creator	Zoltán TÓTH
dc.creator	Annamária SEBESTYÉN
dc.date	2009-04-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:23:32Z
dc.date.available	2015-07-20T22:23:32Z
dc.identifier	1306-3049
dc.identifier	https://doaj.org/article/b61e5aa3622c4ee79fedd6a01e99be02
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20981
dc.description	Relationship between students’ knowledge structure and problem-solving strategy was studied using a written test containing one complex stoichiometric problem based on the chemical equation and four simple problems similar to the steps of two known strategies (mole method and proportionality method) for solving the complex problem. Based on the strategy used in solving the complex problem students (N = 1072, grades 7-10) were divided into three groups: (1) mole method group; (2) proportionality method group; and (3) others (unidentified strategy or no strategy). The knowledge structure characteristic of each group was determined by using knowledge space theory. There was no significant difference between the success (ca. 70%) of the student groups applying any strategy (groups 1 and 2), but the achievement of the students not using any strategy (group 3) was significantly lower (ca. 20%). We found significant difference between the characteristic knowledge structure of the three groups. The knowledge structure of the group 3 is very similar to the experts’ knowledge structure. However, the knowledge structure of the student groups using any strategy shows that students typically used these problem-solving strategies as algorithms instead of the conceptual understanding. For example in the characteristic knowledge structure of group 1 the knowledge necessary to solve the complex problem is built on both the proportionality and the molar mass, while in case of the student group 2 it is built on only one simple knowledge, the proportionality.
dc.language	English
dc.publisher	Moment Publications
dc.relation	http://www.eurasianjournals.com/index.php/ejpce/article/view/30/pdf_3
dc.relation	https://doaj.org/toc/1306-3049
dc.source	Eurasian Journal of Physics and Chemistry Education, Vol 1, Iss 1, Pp 8-8 (2009)
dc.subject	Chemistry
dc.subject	Knowledge Structure
dc.subject	Problem Solving
dc.subject	Stoichiometry
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Relationship between Students’ Knowledge Structure and Problem-Solving Strategy in Stoichiometric Problems based on the Chemical Equation
dc.type	article