Problem solving is central to the teaching and learning of chemistry at secondary, tertiary and post-tertiary levels of education, opening to students and professional chemists alike a whole new world for analysing data, looking for patterns and making deductions. As an important higher-order thinking skill, problem solving also constitutes a major research field in science education. Relevant education research is an ongoing process, with recent developments occurring not only in the area of quantitative/computational problems, but also in qualitative problem solving. The following situations are considered, some general, others with a focus on specific areas of chemistry: quantitative problems, qualitative reasoning, metacognition and resource activation, deconstructing the problem-solving process, an overview of the working memory hypothesis, reasoning with the electron-pushing formalism, scaffolding organic synthesis skills, spectroscopy for structural characterization in organic chemistry, enzyme kinetics, problem solving in the academic chemistry laboratory, chemistry problem-solving in context, team-based/active learning, technology for molecular representations, IR spectra simulation, and computational quantum chemistry tools. The book concludes with methodological and epistemological issues in problem solving research and other perspectives in problem solving in chemistry.
Problem Solving in Chemistry
Creative Problem Solving in Chemistry
More useful, more practical, and more informative, these study aids are the best review books and textbook companions available. Nothing remotely as comprehensive or as helpful exists in their subject anywhere.
For students of advanced organic chemistry, this text develops problem-solving skills using fifty-six challenging, organic chemistry problems covering a wide variety of chemical systems.
It aims to help students hone their analytical and problem-solving skills by presenting detailed approaches to solving chemical problems. Solutions for all of the texts even-numbered problems are included.
Explanation: Let the bond energy of O–O bond in hydrogen peroxide be BE(O–O). Total energy absorbed during bond-breaking = 2 × BE(O-O). Total energy released during bond forming = 1 × 486 = 486 kJ mol-1. Hence, DH = 2 × BE(O-O) - 486 ...
The development of problem-solving skills is fast becoming a key element in many present-day chemistry courses. Problem Solving in Analytical Chemistry is the first in a series of publications produced...
Although both physics and chemistry involve quantitative concepts, such concepts are often accompanied by qualitative and classificatory concepts in chemistry, as is also typical in biology. Class concepts are used in chemistry as a ...
This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning.
For example, Davidowitz and Rollnick have found that students who created schematic flow diagrams found them helpful to “see the bigger picture” and to link concepts to lab activities (1). Recently, Snead and Snead reported that ...