Conceptual understanding versus algorithmic problem solving: Further evidence from a national chemistry examination

By Dimitrios Stamovlasis, Georgios Tsaparlis, Charalambos Kamilatos, D. Papaoikonomou, Erifyli Zarotiadou. 2005

72 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Physical and Theoretical Chemistry

View Paper: https://www.semanticscholar.org/paper/c0debfa0189fe03cdcdc55fb390c510985c4a8d2

How researchers see this paper

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

In Developmental and Educational Psychology

1. U. Zoller
2. D. Pushkin
3. Georgios Tsaparlis

In Education

1. D. Pushkin
2. U. Zoller
3. Georgios Tsaparlis

In Physical and Theoretical Chemistry

1. Georgios Tsaparlis

Citations in the corpus

• Non‐algorithmic quantitative problem solving in university physical chemistry: a correlation study of the role of selective cognitive factors (2005, background): “Integration of both the conceptual and algorithmic understanding of a topic and then testing that integration should be a priority (Nakhleh, 1993; Stamovlasis et al., 2004, 2005).”
• Matching Higher-Order Cognitive Skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course (2007, background): “Researchers distinguish between well-structured and ill-structured problems (Zoller and Tsaparlis, 1997; Shin et al., 2003), or between conceptual and algorithmic problems (Nakhleh, 1993; Stamovlasis et al., 2004, 2005).”