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Developing problem solving expertise: the impact of instruction in a question analysis strategy
ARTICLE

Learning and Instruction Volume 12, Number 2 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This article reports on the implementation and evaluation of a classroom-based research project designed to examine the impact of instruction in a question analysis strategy, on the development of novice chemistry students' problem solving expertise. The article begins with a description of the question analysis strategy, developed to facilitate high school students' acquisition of the skills associated with the analysis of information in chemistry problems, and the formation of an effective problem representation. It then discusses the implementation of the project, conducted in 18 classrooms, which examined the impact of two different forms of structured support and three practice conditions on the development of the students' problem solving skills. Quantitative and qualitative analysis, used to assess the changes in the students' problem solving performance, provide some indications that strategy instruction accompanied by strategic supports has a beneficial impact on students' problem solving performance. Implications for problem solving instruction and directions for further research are discussed.

Citation

Sutherland, L. Developing problem solving expertise: the impact of instruction in a question analysis strategy. Learning and Instruction, 12(2), 155-187. Elsevier Ltd. Retrieved October 19, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(01)00003-2

Keywords