Teaching problem-solving skills in Chemistry

Abstract

In this study, an attempt was made to validate some of the cognitive variables that have been found to be important predictors of problem solving success. A particular teaching strategy was developed for the topic of Mole Concept to train the students in some problem-solving skills, namely: linkage and problem translating skill, in addition to teaching them the content knowledge of the topic. The feasibility of explicitly teaching the students the problem-solving skills as well as the effects of this teaching on the students' problem-solving performance and acquisition of the skills concerned were also examined.