Relationships between selective cognitive variables and students' ability to solve chemistry problems

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Non‐algorithmic quantitative problem solving in university physical chemistry: a correlation study of the role of selective cognitive factors (2005, background): “Boujaoude et al. (2004) investigated the relationships between students’ performance on conceptual and algorithmic chemistry problems with a number of selective cognitive variables, namely: learning orientation, formal reasoning (developmental level/scientific reasoning) and mental capacity, but…”
Teaching With and About Nature of Science, and Science Teacher Knowledge Domains (2013, background): “The ‘‘blank slate’’ syndrome refers to the assumption that students are passive receivers of knowledge, which underlies more traditional approaches to science teaching, specifically those focused on the transmission of scientific knowledge with little, if any, specific regard to students’ prior idea”
Predicting at-risk students in general chemistry: comparing formal thought to a general achievement measure (2007, background): “…time); two-tiered question design, which reduces the possibility of students’ guessing the correct answer (Treagust, 1988); published validity (Tobin and Capie, 1981), and use in the research literature (Haidar and Abraham, 1991; Yarroch, 1991; Williamson and Abraham, 1995; BouJaoude et al., 2004).”