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An investigation of the effects of i...

Cox, Charles Terrence, Jr.

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An investigation of the effects of interventions on problem-solving strategies and abilities.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An investigation of the effects of interventions on problem-solving strategies and abilities./
Author:	Cox, Charles Terrence, Jr.
Description:	185 p.
Notes:	Adviser: Melanie M. Cooper.
Contained By:	Dissertation Abstracts International67-05B.
Subject:	Chemistry, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3217983
ISBN:	9780542696817

An investigation of the effects of interventions on problem-solving strategies and abilities.
Cox, Charles Terrence, Jr.

An investigation of the effects of interventions on problem-solving strategies and abilities. - 185 p.

Adviser: Melanie M. Cooper.

Thesis (Ph.D.)--Clemson University, 2006.

Problem-solving has been described as being the "heart" of the chemistry classroom, and students' development of problem-solving skills is essential for their success in chemistry. Despite the importance of problem-solving, there has been little research within the chemistry domain, largely because of the lack of tools to collect data for large populations. Problem-solving was assessed using a software package known as IMMEX (for Interactive Multimedia Exercises) which has an HTML tracking feature that allows for collection of problem-solving data in the background as students work the problems. The primary goal of this research was to develop methods (known as interventions) that could promote improvements in students' problem-solving and most notably aid in their transition from the novice to competent level.

ISBN: 9780542696817Subjects--Topical Terms:

1021807
Chemistry, General.

An investigation of the effects of interventions on problem-solving strategies and abilities.
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005 20110915
008 110915s2006 eng d
020 $a 9780542696817
035 $a (UMI)AAI3217983
035 $a AAI3217983
040 $a UMI $c UMI
100 1 $a Cox, Charles Terrence, Jr. $3 1292353
245 1 3 $a An investigation of the effects of interventions on problem-solving strategies and abilities.
300 $a 185 p.
500 $a Adviser: Melanie M. Cooper.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: B, page: 2519.
502 $a Thesis (Ph.D.)--Clemson University, 2006.
520 $a Problem-solving has been described as being the "heart" of the chemistry classroom, and students' development of problem-solving skills is essential for their success in chemistry. Despite the importance of problem-solving, there has been little research within the chemistry domain, largely because of the lack of tools to collect data for large populations. Problem-solving was assessed using a software package known as IMMEX (for Interactive Multimedia Exercises) which has an HTML tracking feature that allows for collection of problem-solving data in the background as students work the problems. The primary goal of this research was to develop methods (known as interventions) that could promote improvements in students' problem-solving and most notably aid in their transition from the novice to competent level.
520 $a Three intervention techniques that were incorporated within the chemistry curricula: collaborative grouping (face-to-face and distance), concept mapping, and peer-led team learning. The face-to-face collaborative grouping intervention was designed to probe the factors affecting the quality of the group interaction. Students' logical reasoning abilities were measured using the Group Assessment of Logical Thinking (GALT) test which classifies students as formal, transitional, or concrete. These classifications essentially provide a basis for identifying scientific aptitude. These designations were used as the basis for forming collaborative groups of two students. The six possibilities (formal-formal, formal-transitional, etc.) were formed to determine how the group composition influences the gains in student abilities observed from collaborative grouping interventions. Students were given three assignments (an individual pre-collaborative, an individual post collaborative, and a collaborative assignment) each requiring them to work an IMMEX problem set. Similar gains in performance of 10% gains were observed for each group with two exceptions. The transitional students who were paired with concrete students had a 15% gain, and the concrete students paired with other concrete students had only a marginal gain. In fact, there was no statistical difference in the pre-collaborative and post-collaborative student abilities for concrete-concrete groups.
520 $a The distance collaborative intervention was completed using a new interface for the IMMEX software designed to mimic face-to-face collaboration. A stereochemistry problem set which had a solved rate of 28% prior to collaboration was chosen for incorporation into this distance collaboration study. (Abstract shortened by UMI.)
590 $a School code: 0050.
650 4 $a Chemistry, General. $3 1021807
650 4 $a Education, Sciences. $3 1017897
690 $a 0485
690 $a 0714
710 2 0 $a Clemson University. $3 997173
773 0 $t Dissertation Abstracts International $g 67-05B.
790 $a 0050
790 1 0 $a Cooper, Melanie M., $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3217983