Enhancement of Problem-Solving Skills in Chemical Equilibrium Through a Modified Network Approach

Abstract

This is a study on the effectiveness of the modified network approach on the enhancement of problem-solving skills of first-year college students in chemical equilibrium. Ashmore et al.’s network approach was modified using diagramming and scrambling exercises which were aimed at developing and training students in combinatorial and correlational thinking skills which students can use to enhance their problem-solving skills.

A comparison of scores in three problem-solving tests was used to measure the effectiveness of the modified approach. Qualitative analysis of the solutions of students to the problem-solving tests was used to characterize the first-year chemistry problem solvers. A rubric scoring scheme was developed to identify the problem-solving skills demonstrated by problem-solver as it was equated to scores obtained in the problem-solving tests. The study also characterized the first-year problem solver before and after treatment through a qualitative analysis of the students’ solution papers, the protocol of small group discussions, interviews and think-aloud sessions. Students in both experimental and control groups were administered Lawson’s Classroom Test of Scientific Reasoning to determine their cognitive level before and after treatment.