Encouraging Meaningful Quantitative Problem Solving
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Meghan Kennedy-Justice [2] ; Ed DePierro [3] ; Fred Garafalo [3] ; Sunny Pai [4] ; Carmen Torres [4] ; Rick Toomey [1] ; Jeff Cohen [5]
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[1] Northwest Missouri State University
Northwest Missouri State University
Township of Polk, Estados Unidos
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[2] Brookline High School
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[3] Massachusetts College
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[4] Boston Arts Academy
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[5] Fenway High School
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 77, Nº 9 (September), 2000, págs. 1166-1166
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Quantitative problem-solving is a challenging aspect of any physical science course. Traditionally, students have been encouraged to pursue various techniques in an effort to provide structure to this task. While such methods may help students to generate numerical answers, they can become exercises in symbol manipulation that leave the student without a clear picture of the physical situation associated with the problem. This paper describes the efforts of a group of teachers to help college freshman chemistry students and high school science students to improve their problem-solving skills. The presentation includes several sets of questions intended to elucidate ideas and to involve the reader in the process of reflecting upon his or her own problem-solving strategies.
