Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/13899
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dc.contributor.authorTang, Woh Un.en_US
dc.date.accessioned2008-10-20T11:13:59Z-
dc.date.available2008-10-20T11:13:59Z-
dc.date.copyright2000en_US
dc.date.issued2000-
dc.identifier.urihttp://hdl.handle.net/10356/13899-
dc.description.abstractIn 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.en_US
dc.rightsNanyang Technological Universityen_US
dc.subjectDRNTU::Social sciences::Education::Teachers and teaching-
dc.titleTeaching problem-solving skills in Chemistryen_US
dc.typeThesisen_US
dc.contributor.supervisorGoh, Ngoh Khangen_US
dc.contributor.schoolNational Institute of Educationen_US
dc.description.degreeMaster of Educationen_US
dc.contributor.supervisor2Lee, Lucille Kam Wahen_US
item.grantfulltextrestricted-
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