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.
Supplement
Excerpts from selected units relevant to the material in print version of the article. The units serve as the text for the first semester of freshman chemistry at Massachusetts College of Pharmacy and Health Sciences.
CER Constructivism; CER Problem Solving; CER Student-Centered Learning; Curriculum; General Chemistry; Introductory / High School Chemistry; Problem-Based Learning; Teaching / Learning Aids
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