The relationship between students' learning orientation, formal operational reasoning and mental capacity, and their ability to solve conceptual and algorithmic problems in chemistry (Record no. 20569)

MARC details
000 -LEADER
fixed length control field 03786nam a2200253Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Salloum, Sara Labib
Miscellaneous information Master
245 14 - TITLE STATEMENT
Title The relationship between students' learning orientation, formal operational reasoning and mental capacity, and their ability to solve conceptual and algorithmic problems in chemistry
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2000
300 ## - PHYSICAL DESCRIPTION
Extent 109 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study was (1) to compare students' performance on conceptual problems as opposed to algorithmic problems, (2) to investigate the role of students' learning approach, formal operational reasoning and mental capacity in predicting their proficiency in solving conceptual and algorithmic problems, (3) to investigate the relation between learning orientation and the type of understandings that students acquire; and (4) to investigate interactions between the three cognitive variables.--Participants were Grade 11 students enrolled in scientific sections of three schools in Beirut. Students? learning orientation, formal reasoning and mental capacities were measured using Learning Approach Questionnaire, Test of Logical thinking, and the Figural Intersection Test respectively. Students were also tested for their ability to solve conceptual problems and algorithmic problems in chemistry. Algorithmic problems were of two levels: Low M-demand and high M-demand. Students? performance on conceptual problems was compared to their performance on algorithmic problems of low M-demand using t-test. Several regression analyses were conducted to examine the predictive power of the three cognitive variables on each type of chemistry problems. In addition, performance of meaningful learners was compared to that of rote learners on all types of problems. Furthermore ANCOVA analyses were conducted to check for interactions among learning orientation, mental capacity, and formal operational reasoning. A correlational matrix was also established to detect interactions between the various variables. It was found that students perform significantly better on algorithmic problems as compared to conceptual problems. In addition, meaningful learners outperformed rote learners on a test of conceptual chemistry problems, while there were no significant differences for both levels of algorithmic problems. The three cognitive variables proved to be significant predictors of performance on conceptual chemistry problems, especially formal operational reasoning. But the cognitive variables considered here were not so for the other types of chemistry problems. Significant correlations were found between formal operational reasoning and the other two cognitive variables, this could imply that students? ability to think abstractly could enhance other cognitive variables. However, the existence of correlation does not necessarily show a causality relation, so further research is recommended regarding this aspect.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement des Sciences
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Problem Solving
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Résolution de problèmes
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Sciences education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students Attitudes and Conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم العلوم
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element حل المشكلات
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف الطلبة وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/301%2C316%2C316%2CB/frameset&FF=X%28education+and+depa">http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/301%2C316%2C316%2CB/frameset&FF=X%28education+and+depa</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

No items available.