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Journal of the Korean Chemical Society (JKCS)

ISSN 1017-2548(Print)
ISSN 2234-8530(Online)
Volume 55, Number 6
JKCSEZ 55(6)
December 20, 2011

Title	Comparative Analysis of Conceptual and Algorithmic Problem Solving Ability on Boyle’s Law and Charles’s Law in Middle School 1st Grade Students 보일의 법칙과 샤를의 법칙에 대한 중학교 1학년 학생들의 개념 문제 해결력과 수리 문제 해결력 비교 분석
Author	Jin Sun Park, Dong Jin Kim, Se Yeol Park, Hyun Sook Hwang, Kuk Tae Park* 박진선, 김동진, 박세열, 황현숙, 박국태*
Keywords	Conceptual problem solving ability, Algorithmic problem solving ability, Boyle’s law, Charles’s law
Abstract	The purpose of this study was to compare the conceptual and algorithmic problem solving ability on Boyle's law and Charles’s law according to cognitive levels and characteristics of students in middle school 1st grade students. For this study, questionnaire items of conceptual and algorithmic problem solving ability were developed. and the problem solving ability according to cognitive levels and characteristics of students was compared. The long-term memory effect in conceptual and algorithmic problem solving ability according to cognitive levels was investigated, and problem solving process were analyzed by questionnaire items. In the results of this study, conceptual problem solving ability was higher than algorithmic problem solving ability in all cognitive levels. There was statistically significant difference in concrete operational period and transitional period students. In comparison of the long-term memory effect in conceptual and algorithmic problem solving ability, formal operational period students had the long-term memory effect. There was no statistically significant difference in the conceptual and algorithmic problem solving ability according to private education among the characteristics of students. But there was statistically significant difference in the problem solving ability according to experiences of the scientific activities and hopes to related scientific careers. From results of analysis of problem solving process, it is known that the students had a tendency to just remember macroscopic phenomena and to solve the problems without understanding the concepts. Therefore, teaching and learning strategy is necessary to replace unscientific concepts by the scientific concepts through identifying students’s unscientific concepts in advance.
Page	1042 - 1055
Full Text	PDF

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