A Model of Problem Solving: Its Operation, Validity, and Usefulness in the Case of Organic-Synthesis Problems.
By Georgios Tsaparlis, Vasileios Angelopoulos. 2000
71 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/a96752971b68260c6727e0ecb83ccb97d135f5fa
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In Developmental and Educational Psychology
- J. Lewis
- Nicole Graulich
- Scott E. Lewis
- Georgios Tsaparlis
- Michelle J. Barthlow
- S. Watson
- Xiaoying Xu
In Experimental and Cognitive Psychology
Citations in the corpus
- Multidimensional analysis system for quantitative chemistry problems: Symbol, macro, micro, and process aspects (2003, unknown): “Researchers consider problem solving to be a desired outcome of learning science, along with other higher order thinking skills (Eylon & Linn, 1988; Gabel, 1998; Gabel & Bunce, 1994; Tsaparlis & Angelopoulos, 2000 ).”
- The tip of the iceberg in organic chemistry classes: how do students deal with the invisible? (2015, background): “Four general factors that influence one’s problem-solving ability have been examined thoroughly in the literature: problem understanding, strategic knowledge, content and conceptual knowledge, and problem representation (Tsaparlis and Angelopoulos, 2000; Bodner and Herron, 2002; Bodner, 2003).”
- Predicting at-risk students in general chemistry: comparing formal thought to a general achievement measure (2007, background): “…however, additional work led to the identification of developmental level as a potentially confounding factor in studies using chemistry problems with complex logical structures to investigate the importance of working memory capacity (Tsaparlis et al., 1998; Tsaparlis and Angelopoulos, 2000).”
- Non‐algorithmic quantitative problem solving in university physical chemistry: a correlation study of the role of selective cognitive factors (2005, methodology): “In another publication (Tsaparlis & Angelopoulos, 2000), organic-synthesis problems were used again for testing the validity of the model; problems with varying M-demand of 2, 3, 4, 5, 6, 7 and 8 were used.”