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Table of Contents
Cover
Foreword
References
Preface
Acknowledgments
Dedication
Author Biographies
Contents
Chapter 1 Introduction - The Many Types and Kinds of Chemistry Problems
1.1 Problems and Problem Solving
1.2 Types and Kinds of Problems
1.3 Novice versus Expert Problem Solvers/Problem Solving Heuristics
1.4 Chemistry Problems
1.4.1 Problems in Stoichiometry
1.4.2 Problems in Organic Chemistry
1.5 The Present Volume
1.5.1 General Issues in Problem Solving in Chemistry Education
1.5.2 Problem Solving in Organic Chemistry and Biochemistry
1.5.3 Chemistry Problem Solving under Specific Contexts
1.5.4 New Technologies in Problem Solving in Chemistry
1.5.5 New Perspectives for Problem Solving in Chemistry Education
References
Part I: General Issues in Problem Solving in Chemistry Education
Chapter 2 Qualitative Reasoning in Problem-solving in Chemistry
2.1 Introduction
2.2 Qualitative Reasoning
2.3 Qualitative Chemical Reasoning
2.4 Challenges in Reasoning
2.4.1 Translating from Explicit to Implicit Features
2.4.2 Building Inferences
2.4.3 Constructing Causal Stories
2.4.4 Navigating Multiple Scales and Dimensions
2.5 Educational Implications
2.6 Conclusions
References
Chapter 3 Scaffolding Metacognition and ResourceActivation During Problem Solving: A Continuum Perspective
3.1 Introduction
3.1.1 Scaffolding as Activating Resources
3.1.2 Scaffolding as Blending ofMetacognitive and Instructional Prompts
3.2 Case Studies of Two Scaffolds
3.2.1 Case 1: Study of a Metacognitive Scaffold in a Reflective Cycle Setting
3.2.2 Case 2: Study of a Scaffold in a Peer Review Setting
3.3 Discussion
3.3.1 A Note on Generalizability
3.3.2 Implications for Practice
3.3.3 Implications for Research - Scaffold Fading
3.4 Conclusions
References.
Chapter 4 Deconstructing the Problem-solving Process: Beneath Assigned Points and Beyond Traditional Assessment
4.1 Introduction
4.2 Rationale and Theoretical Framework
4.2.1 Importance of Connecting Knowledge Structure and Problem Solving
4.2.2 A Word about Metacognition
4.3 Investigating Problem Solving: Where to Start and What to Look For
4.4 Developing a Novel Tool for an In-depthAnalysis of Students' Challenges: COSINE(Coding System for Investigating Subproblems and Networks)
4.5 Examining Students' Success and Failures with COSINE Codes and Formulas
4.5.1 Examining the Hidden Facts Behind Varying Level of Question Difficulty
4.5.2 Exploring the Nature of theDifferences Between Successfuland Unsuccessful Students from a Different Angle
4.6 COSINE Codes and Students' Chemistry Course Performance
4.7 The Codes and Metacognition
4.8 Conclusions
References
Chapter 5 It Depends on the Problem and on the Solver: An Overviewof the Working Memory Overload Hypothesis, Its Applicability and Its Limitations
5.1 Introduction
5.2 The Demand of a Mental Task and Its Logical Structure
5.2.1 M-demand or Cognitive Demand
5.2.2 The Logical Structure of a Problem
5.2.3 Perceptual Field Effect
5.2.4 The Mobility/Fixity Dimension
5.3 Necessary Conditions for the Validity of the Johnstone-El-Banna Model
5.3.1 A Large Study that Disputed the Validity of the Model
5.3.2 Conditions Necessary for the Validity of the Model
5.3.3 Part Steps Are Not Necessarily Equivalent
5.3.4 A Simple 'Predictive' Model for Multi-step Problems
5.4 Testing the Validity of the Model for Higher M-demand Organic Synthesis Problems
5.4.1 The Training Effect
5.4.2 The Effect of Disembedding Ability
5.5 Conclusions and Further Issues.
5.5.1 Students' Ability and Achievement in ScienceProblem Solving: The Role of Selective Psychometric Variables
5.5.2 The Case of Quantitative Non-algorithmic Problems
5.5.3 The Effect of Convergent-divergent Thinking
5.5.4 The Assessment Format
5.5.5 Applications of Nonlinear Methodology
Appendix 5.1 A Short History of the Johnstone-El-Banna Model
Appendix 5.2 More about Working Memory
The Effect of Gender
Working Memory and Mathematics Education
References
Part II: Problem Solving in Organic Chemistry and Biochemistry
Chapter 6 Mechanistic Reasoning Using the Electron-pushing Formalism
6.1 Introduction
6.2 MR EPF: A Unique Form of Reasoning
6.3 Students' Approaches to Learning EPF Mechanisms
6.3.1 Students' Use of EPF Diagrams as Learning Tools
6.3.2 Foreign Language Learning: An Imperfect, but Potentially Useful, Analogy
6.4 Assessment
6.4.1 Students' Reasoning in EPF Tasks
6.5 Concluding Thoughts
Acknowledgements
References
Chapter 7 Scaffolding Synthesis Skills in Organic Chemistry
7.1 Introduction
7.2 Phase 1 - Orientation: Assess the Problem
7.2.1 Mapping
7.2.2 Bonds Broken/Formed and Atoms Added/Removed
7.2.3 Regio-and Stereochemical Analyses
7.3 Phase 2 - Exploration: Consider Options
7.3.1 Identifying Product Patterns
7.3.2 The Synthon Approach
7.4 Phase 3 - Investigation: Propose a Synthesis (Choose Probable Steps)
7.5 Phase 4 - Verify: Identify Competing Reactions
7.6 Conclusions
Acknowledgements
References
Chapter 8 Problem Solving Using NMR and IR Spectroscopy for Structural Characterization in Organic Chemistry
8.1 The Role of Spectroscopic Analysis in Organic Synthesis
8.2 Research Investigating the Teaching and Learning of Spectroscopic Structure Elucidation
8.2.1 Research Approaches.
8.2.2 Empirical Insights into Teaching and Learning Spectroscopic Structure Elucidation
8.3 Instructional Innovations
8.3.1 Scaffolding Strategies
8.3.2 Laboratory Experiments and Activities
8.4 Implications
8.4.1 Implications for Research
8.4.2 Implications for Instruction
8.5 Conclusions
References
Chapter 9 Assessing System Ontology in Biochemistry: Analysis of Students' Problem Solving in Enzyme Kinetics
9.1 Introduction
9.2 Theoretical Perspectives
9.3 Methods
9.4 Findings
9.4.1 Students Tended to Select the SameResponse for Competitive Inhibition, with More Variation Observed for Noncompetitive Inhibition
9.4.2 Typical Responses Indicated Product Would Form Without Acknowledging the Nature of the System
9.4.3 Competitive Inhibition as a Context to Consider the Nature of a System
9.5 Conclusion and Implications
References
Part III: Chemistry Problem Solving in Specific Contexts
Chapter 10 Problem Solving in the Chemistry Teaching Laboratory: Is This Something That Happens?
10.1 Introduction
10.2 History of Lab Education
10.2.1 The Beginnings of the Chemistry Teaching Laboratory
10.2.2 Laboratory Versus Demonstration: The 1920s and 1930s
10.2.3 Curriculum Changes and the New Debates since the 1960s
10.3 Purposes for Lab Instruction
10.3.1 Styles of Laboratory Instruction
10.4 Cost Challenges for Laboratory and Virtual Alternatives
10.5 The Power of Practice: Problem Solving in theLaboratory for First-time Versus "Veteran" Problem Solvers
10.5.1 Getting Started
10.5.2 Instructor (Dis)comfort with the Problem-solving Process
10.5.3 Fine-tuning the Problem-solving Process
10.6 Implications for Problem Solving in the Laboratory
Heightened Frustration
Feeling Proud
10.7 Conclusions
References.
Chapter 11 Problems and Problem Solving in the Light of Context-based Chemistry
11.1 Problems and Problem Solving
11.1.1 Problem Solving in Chemistry Education
11.1.2 Types of Problems: Structured and Open-ended
11.1.3 Problem-solving Strategies and Approaches
11.2 Context-based Learning Approaches
11.3 Affective Aspects of Learning
11.4 A Design-based Research Project to Exemplify Context-based Problems and Problem Solving
11.5 Students' Perception of the Context-based Problems
11.6 Students' Problem-solving Strategies
11.7 Context-based Problems - How Might We Move Further?
References
Chapter 12 Using Team Based Learning to Promote Problem Solving Through Active Learning
12.1 Introduction
12.2 Team Based Learning
12.2.1 What is TBL?
12.2.2 The Readiness Assurance Process
12.2.3 The Application Activities
12.2.4 TBL Teams
12.2.5 Does TBL Work?
12.3 A Review of Team Based Learning in the Physical and Mathematical Sciences
12.4 A Comparison of Team Based Learning and Other Collaborative Instructional Approaches
12.5 Team Based Learning in Chemistry at Keele University
12.5.1 TBL Strategies
12.5.2 Creating Multiple Choice Questions: The iRAT/tRAT
12.5.3 Example Multiple Choice Questions Used in Our TBL Sessions
12.5.4 Flexible Approaches to Application Activities
12.6 Case Studies
12.6.1 Using TBL to Flip the Classroom: First Year Organic Chemistry
12.6.2 TBL Lite: Foundation Year
12.6.3 TBL in Transnational Degree Programmes
12.6.4 Using Aspects of TBL to Facilitate Problem Solving in Different Contexts
12.7 Conclusion
References
Part IV: New Technologies in Problem Solving in Chemistry
Chapter 13 Technology, Molecular Representations, and Student Understanding in Chemistry
13.1 Introduction
13.2 Methods.
13.2.1 Design of the Variable Representation Assessment (VRA) Technology.
Foreword
References
Preface
Acknowledgments
Dedication
Author Biographies
Contents
Chapter 1 Introduction - The Many Types and Kinds of Chemistry Problems
1.1 Problems and Problem Solving
1.2 Types and Kinds of Problems
1.3 Novice versus Expert Problem Solvers/Problem Solving Heuristics
1.4 Chemistry Problems
1.4.1 Problems in Stoichiometry
1.4.2 Problems in Organic Chemistry
1.5 The Present Volume
1.5.1 General Issues in Problem Solving in Chemistry Education
1.5.2 Problem Solving in Organic Chemistry and Biochemistry
1.5.3 Chemistry Problem Solving under Specific Contexts
1.5.4 New Technologies in Problem Solving in Chemistry
1.5.5 New Perspectives for Problem Solving in Chemistry Education
References
Part I: General Issues in Problem Solving in Chemistry Education
Chapter 2 Qualitative Reasoning in Problem-solving in Chemistry
2.1 Introduction
2.2 Qualitative Reasoning
2.3 Qualitative Chemical Reasoning
2.4 Challenges in Reasoning
2.4.1 Translating from Explicit to Implicit Features
2.4.2 Building Inferences
2.4.3 Constructing Causal Stories
2.4.4 Navigating Multiple Scales and Dimensions
2.5 Educational Implications
2.6 Conclusions
References
Chapter 3 Scaffolding Metacognition and ResourceActivation During Problem Solving: A Continuum Perspective
3.1 Introduction
3.1.1 Scaffolding as Activating Resources
3.1.2 Scaffolding as Blending ofMetacognitive and Instructional Prompts
3.2 Case Studies of Two Scaffolds
3.2.1 Case 1: Study of a Metacognitive Scaffold in a Reflective Cycle Setting
3.2.2 Case 2: Study of a Scaffold in a Peer Review Setting
3.3 Discussion
3.3.1 A Note on Generalizability
3.3.2 Implications for Practice
3.3.3 Implications for Research - Scaffold Fading
3.4 Conclusions
References.
Chapter 4 Deconstructing the Problem-solving Process: Beneath Assigned Points and Beyond Traditional Assessment
4.1 Introduction
4.2 Rationale and Theoretical Framework
4.2.1 Importance of Connecting Knowledge Structure and Problem Solving
4.2.2 A Word about Metacognition
4.3 Investigating Problem Solving: Where to Start and What to Look For
4.4 Developing a Novel Tool for an In-depthAnalysis of Students' Challenges: COSINE(Coding System for Investigating Subproblems and Networks)
4.5 Examining Students' Success and Failures with COSINE Codes and Formulas
4.5.1 Examining the Hidden Facts Behind Varying Level of Question Difficulty
4.5.2 Exploring the Nature of theDifferences Between Successfuland Unsuccessful Students from a Different Angle
4.6 COSINE Codes and Students' Chemistry Course Performance
4.7 The Codes and Metacognition
4.8 Conclusions
References
Chapter 5 It Depends on the Problem and on the Solver: An Overviewof the Working Memory Overload Hypothesis, Its Applicability and Its Limitations
5.1 Introduction
5.2 The Demand of a Mental Task and Its Logical Structure
5.2.1 M-demand or Cognitive Demand
5.2.2 The Logical Structure of a Problem
5.2.3 Perceptual Field Effect
5.2.4 The Mobility/Fixity Dimension
5.3 Necessary Conditions for the Validity of the Johnstone-El-Banna Model
5.3.1 A Large Study that Disputed the Validity of the Model
5.3.2 Conditions Necessary for the Validity of the Model
5.3.3 Part Steps Are Not Necessarily Equivalent
5.3.4 A Simple 'Predictive' Model for Multi-step Problems
5.4 Testing the Validity of the Model for Higher M-demand Organic Synthesis Problems
5.4.1 The Training Effect
5.4.2 The Effect of Disembedding Ability
5.5 Conclusions and Further Issues.
5.5.1 Students' Ability and Achievement in ScienceProblem Solving: The Role of Selective Psychometric Variables
5.5.2 The Case of Quantitative Non-algorithmic Problems
5.5.3 The Effect of Convergent-divergent Thinking
5.5.4 The Assessment Format
5.5.5 Applications of Nonlinear Methodology
Appendix 5.1 A Short History of the Johnstone-El-Banna Model
Appendix 5.2 More about Working Memory
The Effect of Gender
Working Memory and Mathematics Education
References
Part II: Problem Solving in Organic Chemistry and Biochemistry
Chapter 6 Mechanistic Reasoning Using the Electron-pushing Formalism
6.1 Introduction
6.2 MR EPF: A Unique Form of Reasoning
6.3 Students' Approaches to Learning EPF Mechanisms
6.3.1 Students' Use of EPF Diagrams as Learning Tools
6.3.2 Foreign Language Learning: An Imperfect, but Potentially Useful, Analogy
6.4 Assessment
6.4.1 Students' Reasoning in EPF Tasks
6.5 Concluding Thoughts
Acknowledgements
References
Chapter 7 Scaffolding Synthesis Skills in Organic Chemistry
7.1 Introduction
7.2 Phase 1 - Orientation: Assess the Problem
7.2.1 Mapping
7.2.2 Bonds Broken/Formed and Atoms Added/Removed
7.2.3 Regio-and Stereochemical Analyses
7.3 Phase 2 - Exploration: Consider Options
7.3.1 Identifying Product Patterns
7.3.2 The Synthon Approach
7.4 Phase 3 - Investigation: Propose a Synthesis (Choose Probable Steps)
7.5 Phase 4 - Verify: Identify Competing Reactions
7.6 Conclusions
Acknowledgements
References
Chapter 8 Problem Solving Using NMR and IR Spectroscopy for Structural Characterization in Organic Chemistry
8.1 The Role of Spectroscopic Analysis in Organic Synthesis
8.2 Research Investigating the Teaching and Learning of Spectroscopic Structure Elucidation
8.2.1 Research Approaches.
8.2.2 Empirical Insights into Teaching and Learning Spectroscopic Structure Elucidation
8.3 Instructional Innovations
8.3.1 Scaffolding Strategies
8.3.2 Laboratory Experiments and Activities
8.4 Implications
8.4.1 Implications for Research
8.4.2 Implications for Instruction
8.5 Conclusions
References
Chapter 9 Assessing System Ontology in Biochemistry: Analysis of Students' Problem Solving in Enzyme Kinetics
9.1 Introduction
9.2 Theoretical Perspectives
9.3 Methods
9.4 Findings
9.4.1 Students Tended to Select the SameResponse for Competitive Inhibition, with More Variation Observed for Noncompetitive Inhibition
9.4.2 Typical Responses Indicated Product Would Form Without Acknowledging the Nature of the System
9.4.3 Competitive Inhibition as a Context to Consider the Nature of a System
9.5 Conclusion and Implications
References
Part III: Chemistry Problem Solving in Specific Contexts
Chapter 10 Problem Solving in the Chemistry Teaching Laboratory: Is This Something That Happens?
10.1 Introduction
10.2 History of Lab Education
10.2.1 The Beginnings of the Chemistry Teaching Laboratory
10.2.2 Laboratory Versus Demonstration: The 1920s and 1930s
10.2.3 Curriculum Changes and the New Debates since the 1960s
10.3 Purposes for Lab Instruction
10.3.1 Styles of Laboratory Instruction
10.4 Cost Challenges for Laboratory and Virtual Alternatives
10.5 The Power of Practice: Problem Solving in theLaboratory for First-time Versus "Veteran" Problem Solvers
10.5.1 Getting Started
10.5.2 Instructor (Dis)comfort with the Problem-solving Process
10.5.3 Fine-tuning the Problem-solving Process
10.6 Implications for Problem Solving in the Laboratory
Heightened Frustration
Feeling Proud
10.7 Conclusions
References.
Chapter 11 Problems and Problem Solving in the Light of Context-based Chemistry
11.1 Problems and Problem Solving
11.1.1 Problem Solving in Chemistry Education
11.1.2 Types of Problems: Structured and Open-ended
11.1.3 Problem-solving Strategies and Approaches
11.2 Context-based Learning Approaches
11.3 Affective Aspects of Learning
11.4 A Design-based Research Project to Exemplify Context-based Problems and Problem Solving
11.5 Students' Perception of the Context-based Problems
11.6 Students' Problem-solving Strategies
11.7 Context-based Problems - How Might We Move Further?
References
Chapter 12 Using Team Based Learning to Promote Problem Solving Through Active Learning
12.1 Introduction
12.2 Team Based Learning
12.2.1 What is TBL?
12.2.2 The Readiness Assurance Process
12.2.3 The Application Activities
12.2.4 TBL Teams
12.2.5 Does TBL Work?
12.3 A Review of Team Based Learning in the Physical and Mathematical Sciences
12.4 A Comparison of Team Based Learning and Other Collaborative Instructional Approaches
12.5 Team Based Learning in Chemistry at Keele University
12.5.1 TBL Strategies
12.5.2 Creating Multiple Choice Questions: The iRAT/tRAT
12.5.3 Example Multiple Choice Questions Used in Our TBL Sessions
12.5.4 Flexible Approaches to Application Activities
12.6 Case Studies
12.6.1 Using TBL to Flip the Classroom: First Year Organic Chemistry
12.6.2 TBL Lite: Foundation Year
12.6.3 TBL in Transnational Degree Programmes
12.6.4 Using Aspects of TBL to Facilitate Problem Solving in Different Contexts
12.7 Conclusion
References
Part IV: New Technologies in Problem Solving in Chemistry
Chapter 13 Technology, Molecular Representations, and Student Understanding in Chemistry
13.1 Introduction
13.2 Methods.
13.2.1 Design of the Variable Representation Assessment (VRA) Technology.