Non‐algorithmic quantitative problem solving in university physical chemistry: a correlation study of the role of selective cognitive factors

By Georgios Tsaparlis. 2005

89 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/04a5379d1106ef22a00e09810b610692847fdd59

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Scott E. Lewis
2. J. Lewis
3. Norman Reid *
4. Frank Fischer
5. Gita Taasoobshirazi
6. U. Zoller
7. S. Glynn
8. D. Pushkin

In Education

1. J. Lewis
2. Alicia C. Alonzo
3. D. Pushkin
4. Scott E. Lewis
5. Norman Reid *
6. Frank Fischer
7. Gita Taasoobshirazi
8. U. Zoller

In Experimental and Cognitive Psychology

1. S. Glynn
2. Alicia C. Alonzo
3. Gita Taasoobshirazi
4. Scott E. Lewis
5. J. Lewis
6. Norman Reid *
7. Frank Fischer
8. U. Zoller

Citations in the corpus

• Cognitive factors that can potentially affect pupils’ test performance (2006, background): “Many research studies (e.g. Johnstone and El-Banna, 1986; Al-Naeme and Johnstone, 1991; Bahar and Hansell, 2000; Danili and Reid, 2004; Tsaparlis, 2005) have looked at FDI.”
• Matching Higher-Order Cognitive Skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course (2007, background): “Several ‘composite-type’ models of, and/or associated with, the PS process in relation to its cognitive functions have been put forward (Newell and Simon, 1972; Tsaparlis, 1998; Shin et al., 2003; Stamovlasis and Tsaparlis, 2003, 2005).”
• College Students Solving Chemistry Problems: A Theoretical Model of Expertise (2009, background): “2009 Wiley Periodicals, Inc. Chemistry problems, like problems in many sciences, are characterized in a variety of ways (e.g., Bodner & Herron, 2003; Tsaparlis, 2005).”
• Does Working Memory Training Transfer? A Meta-Analysis Including Training Conditions as Moderators (2015, background): “Differences in WMC have also been associated with a variety of higher cognitive achievements, such as mathematical abilities (Gathercole, Pickering, Knight, & Stegmann, 2004), reading comprehension (Daneman & Merikle, 1996), and chemistry performance (Tsaparlis, 2005).”
• Working memory, fluid intelligence, and science learning (2006, background): “Tsaparlis (2005) examined the correlation between WMC (measured by backward digit span) and performance on chemistry problem-solving tests through nine independent studies of first-year undergraduate chemistry students.”
• Predicting at-risk students in general chemistry: comparing formal thought to a general achievement measure (2007, background): “…reasoning ability in the context of chemistry courses via the integration of carefully sequenced problem-solving activities, incorporating algorithms of increasing complexity, with conceptual instruction sufficient to explain the ‘how’ and ‘why’ of the calculations at each level (Tsaparlis, 2005).”