Research Presentation
The Teaching and Learning of Chemistry
Education 536
Carolyn Rulli
April 24, 2004
An approach towards meaningful
problem solving…
…when getting the “right answer” is not
enough.
1st Research Question:
Can students solve quantitative problems,
get the “right answer”, and still not fully
understand the underlying concepts?
Research Subjects:
48 Honors Chemistry students
10th and 11th grade
Methods:
Worksheet A - Conceptual Thermochemistry questions
Worksheet B – Quantitative Thermochemistry questions
Conceptual Questions:
Quantitative questions:
• 2 metals heated through
the same change in
temperature, one with a
specific heat twice the
other, which one has a
greater heat content?
•10.0 g of Al metal
(c=.900J/gC) and 10.0 g Fe
metal (c=.450J/gC) are
warmed from 0 C to 20 C.
Calculate the heat absorbed by
each.
• Similar metals placed into
equal masses of cool water,
compare final temperature
of each water/metal
mixture
•50.0 g of Al is heated to 100 C
and placed into 100.0g of water
at 20.0 C. Calculate the final
temperature of the water
•Same problem with Fe
Results:
48 students completed both worksheets
•24 Quantitative + Conceptual both correct
•19 Quantitative correct only
•2
Conceptual correct only
•3
Neither Correct
Conclusion for 1st Question:
Yes, students can solve quantitative problems
without understanding the underlying chemical concepts.
2nd Research Question:
What techniques can educators employ to
encourage students to look beyond the
problem in order to gain an understanding of
the concept?
Method:
Test question:
100.0g of Al (c= .900J/gC) and Cu
(c=.385J/gC) are at 20C. If each metal
absorbs 900 J of heat energy, calculate
the final temperature of each metal.
Using the result of this calculation,
suggest a reason why some chefs prefer
copper-bottomed pots over aluminum.
Results:
•34 students correctly answered both parts
of the question
•4 students performed the calculation
correctly but did not give a correct response
to the follow-up question
•3 students answered the follow-up question
without correctly doing the calculation
•7 students were unable to correctly
respond to either part of this problem.
Conclusion for 2nd question:
Placing a quantitative question in context
may enhance the students’ ability to
respond to a conceptual question.
Limitations of the study:
•Not necessarily measuring equivalent concepts
and problems
•Review after the worksheet and
prior to test
•Gender
Other Methods to encourage “meaningful”
problem solving:
• Multidimensional Analysis System
• Interpretation of solution to problem within
context of concept
• Develop an understanding of the physical
significance of the ratio
• Change a single factor in a problem and have
students discuss the implications
• Consistently asking the students if an answer
makes sense within the context of concept
Questions or Comments