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Relevant bibliographies by topics / Chemistry problem solving / Dissertations / Theses

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Dissertations / Theses on the topic 'Chemistry problem solving'

Author: Grafiati

Published: 19 February 2023

Last updated: 19 July 2025

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1

Walding, Richard. "Sex Differences in Chemistry Problem Solving." Thesis, Griffith University, 2002. http://hdl.handle.net/10072/367934.

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Differences in cognitive performance between boys and girls have been reported in the literature for many years (Maccoby & Jacklin 1974, Bell 2001), but their interpretation remains contentious (Feingold 1992a). Important issues have arisen over such matters as: the methods to be used to assess girls' and boys' performances on cognitive ability and achievement tasks; the appropriate statistical procedures to be used to compare those performances, including meta-analytic procedures; and whether the sex differences are cultural or biological in origin. Although some reported differences are rela

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2

Yang, Mei Jung. "Problem solving in chemistry at secondary school." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/2161/.

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In this project, the nature of open-ended problem solving is explored and working descriptions presented. In order to study the ways by which secondary pupils (ages 14-17) seek to solve open-ended problems in chemistry, a set of eighteen problems was devised. These were used with several hundred school pupils and data was gathered to examine the nature of difficulties experienced in facing such problems. The set of problems (described as units) was designed to be difficult and pupils worked in groups of three to seek solutions. They were encouraged to discuss the problem as they tried to solve

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3

Watson, Robert John. "Problem analysis : cognitive factors in chemistry problem solving at secondary school level." Thesis, University of Glasgow, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339275.

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4

Maeyer, Jenine. "Common-Sense Chemistry: The Use of Assumptions and Heuristics in Problem Solving." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293468.

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Students experience difficulty learning and understanding chemistry at higher levels, often because of cognitive biases stemming from common sense reasoning constraints. These constraints can be divided into two categories: assumptions (beliefs held about the world around us) and heuristics (the reasoning strategies or rules used to build predictions and make decisions). A better understanding and characterization of these constraints are of central importance in the development of curriculum and teaching strategies that better support student learning in science. It was the overall goal of th

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5

Bodé, Nicholas. "Exploring Undergraduate Organic Chemistry Students’ Strategies and Reasoning when Solving Organic Synthesis Problems." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38182.

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Organic synthesis problems are a common assessment tool in organic chemistry courses, as they give instructors the opportunity to determine students’ ability to integrate and apply their knowledge of reactions and skills learned in the course. However, students often tend to be unsuccessful in solving them, even if they appear to have a strong grasp on other course material. We hypothesized that part of the reasoning behind this issue is because it can be challenging to integrate learning activities into the curriculum that give students the opportunity to apply their knowledge to synthetic pr

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6

Gunderson, Christopher Robert. "Mastery of a problem solving strategy for improving high school chemistry student achievement." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/gunderson/GundersonC0811.pdf.

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This investigation determined the correlation between problem-solving strategies and student achievement. Problem solving is an important part of real-world application and many students have not acquired the essential skills to work through complex problems that they may encounter everywhere. Student interviews, teacher and student surveys, prelab and postlab assessments, and journal writings were analyzed to determine an improvement of student understanding through the implementation of the DRUFAS problem-solving strategy. As a result of integrating DRUFAS an increased proficiency in answeri

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7

Maruping, Mpoeakae. "An investigation of the difficulties experienced by Basotho pupils with numerical problem solving in chemistry." Thesis, University of East Anglia, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327809.

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8

Rebolledo, Geisha C. "A study of students and teacher difficulties in stoichiometric problem solving in Venezuela." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316157.

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9

Broman, Karolina. "Chemistry: content, context and choices : towards students' higher order problem solving in upper secondary school." Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-95956.

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Chemistry is often claimed to be difficult, irrelevant, and uninteresting to school students. Even students who enjoy doing science often have problems seeing themselves as being scientists. This thesis explores and challenges the negative perception of chemistry by investigating upper secondary students’ views on the subject. Based on students’ ideas for improving chemistry education to make the subject more interesting and meaningful, new learning approaches rooted in context-based learning (CBL) are presented. CBL approaches are applied in several countries to enhance interest, de-emphasise

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Alm, Erik. "Solving the correspondence problem in analytical chemistry : Automated methods for alignment and quantification of multiple signals." Doctoral thesis, Stockholms universitet, Institutionen för analytisk kemi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-74556.

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When applying statistical data analysis techniques to analytical chemical data, all variables must have correspondence over the samples dimension in order for the analysis to generate meaningful results. Peak shifts in NMR and chromatography destroys that correspondence and creates data matrices that have to be aligned before analysis. In this thesis, new methods are introduced that allow for automated transformation from unaligned raw data to aligned data matrices where each column corresponds to a unique signal. These methods are based around linear multivariate models for the peak shifts an

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11

Al-Naeme, Fakhir Fadhil Abbas. "The influence of various learning styles on practical problem-solving in chemistry in Scottish secondary schools." Thesis, University of South Wales, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295661.

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12

Potter, Nicholas Michael. "Researching the development of problem-solving skills in undergraduate students and the effect of cognitive factors on performance." Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:10102.

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Solving problems is the motivating force behind many scientific endeavours. A student’s ability to solve problems is a key to their academic success. Problem-solving skills developed during a degree course are of significant value to graduate employers and therefore need to be valued significantly by educators and learners. This thesis describes the investigation into the factors that influence undergraduate chemistry students’ abilities to develop the problem-solving skills they require for success in their undergraduate studies and beyond. Quantitative data was gathered from chemistry underg

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13

Schmidt-McCormack, Jennifer Ann. "Assessing student process skills and providing feedback to enhance learning in analytical chemistry." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5843.

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Process skills, such as critical thinking, communication, and problem solving, are sometimes referred to as soft skills or professional skills and have been identified by instructors and employers alike as being desirable skills for students to acquire before they graduate. The development and assessment of process skills in students were important learning objectives for both the ANA-POGIL (Analytical Process Oriented Guided Inquiry Learning) and ELIPSS (Enhancing Learning by Improving Process Skills in STEM) projects. The ANA-POGIL project consisted of a faculty consortium that was comprised

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14

Unlu, Yalcin. "The Effect Of Explicit Method Of Problem Solving Accompanied With Analogies On Understanding Of Mole Concept." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607488/index.pdf.

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ABSTRACT THE EFFECT OF EXPLICIT METHOD OF PROBLEM SOLVING ACCOMPANIED WITH ANALOGIES ON UNDERSTANDING OF MOLE CONCEPT &Uuml<br>NL&Uuml<br>, Yal&ccedil<br>in M.S., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. &Ouml<br>mer GEBAN September 2006, 56 pages The aim of this thesis was to analyse the effectiveness of explicit method of problem solving accompanied with analogy instruction over traditionally designed chemistry introduction on understanding of mole concept and attitude toward chemistry as a school subject. Participants for this research consisted of 53

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15

Oliveira, Fernando Vasconcelos de. "AROMAS: CONTEXTUALIZANDO O ENSINO DE QUÍMICA ATRAVÉS DO OLFATO E PALADAR." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/6689.

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Fundação de Amparo a Pesquisa no Estado do Rio Grande do Sul<br>The focus of this work is the teaching of chemistry through the theme "Aromas". To this end, we seek to develop this research teaching methodologies related to the theme and that promote learning of the contents of Chemistry, contributing thus in the formation of more critical and active citizens in their daily lives. Interventions of this project were conducted with students from classes 3rd grade from a state college in the city of São Sepé - RS - Brazil. The data from this study were collected through questionnaires, exercises,

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Piccoli, Flávia. "Aprendizagem baseada em problemas : uma estratégia para o ensino de química no ensino médio." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/153224.

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Nesta dissertação realizou-se uma pesquisa qualitativa sobre a aplicação das metodologias de Estudos de Caso e Resolução de Problemas no ensino de Química no Ensino Médio. A proposta teve como objetivos a mudança de postura dos alunos diante de sua aprendizagem, o aumento do interesse dos alunos pela disciplina e o desenvolvimento de algumas habilidades como, por exemplo, ler e resolver problemas. Para alcançá-los, buscou-se desenvolver conteúdos de Química no Ensino Médio através dos métodos de Estudos de Caso e Resolução de Problemas. Os dados desta investigação foram levantados através do d

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Freire, Melquesedeque da Silva. "A estrat?gia did?tica de resolu??o de problemas na forma??o de professores de qu?mica." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16061.

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Made available in DSpace on 2014-12-17T15:04:53Z (GMT). No. of bitstreams: 1 MelquesedequeSF_DISSERT.pdf: 1824466 bytes, checksum: 929840cabf2a0689d83ec85f1db69d89 (MD5) Previous issue date: 2010-07-05<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior<br>In this work it is presented a research developed in the initial training of teachers of the chemistry graduation course at the Universidade Federal do Rio Grande do Norte (UFRN). The intervention was realized in two classes in the context of a discipline in the curricular structure with nineteen undergraduate students of chemis

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18

Elliott, Harry Gerald. "An analysis of the processes students use in solving selected introductory chemistry problems." Thesis, King's College London (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320920.

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19

Metto, Eve C. "Development of microanalytical methods for solving sample limiting biological analysis problems." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15680.

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Doctor of Philosophy<br>Department of Chemistry<br>Christopher T. Culbertson<br>Analytical separations form the bulk of experiments in both research and industry. The choice of separation technique is governed by the characteristics of the analyte and purpose of separation. Miniaturization of chromatographic techniques enables the separation and purification of small volume samples that are often in limited supply. Capillary electrophoresis and immunoaffinity chromatography are examples of techniques that can be easily miniaturized with minimum loss in separation efficiency. These techniques w

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20

Randles, Christopher Andrew. "Approaches used by science disciplines when solving open-ended problems and their links to cognitive factors." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:14010.

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Solving problems is a key skill required for developing academic success and is desirable to graduate employers across a wide variety of industries and, as such, needs to be valued by both educators and learners. This thesis describes the investigation into what approaches are used by different science disciplines when solving open-ended problems and how these relate to an individuals ability to process information (M-capacity) and their ability to dis-embed information (field independence). Qualitative data was collected through think aloud sessions with first year undergraduate students in s

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21

Buxton, Tricia L. "Solving Problems in Ion Mobility Measurements of Forensic Samples with Thermal Desorption and Dynamic Modeling." Ohio University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1019244669.

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22

Malindi, Nokuthula Yvonne. "Solving problems of non-equivalence when translating highly technical texts into an African Language : the translation of chemistry terms into isiZulu for a quadrilingual explanatory dictionary of chemistry (English Afrikaans isiZulu Sepedi)." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53432.

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The focus of this study is on solving non-equivalence problems when translating a highly technical text. This study investigates the term formation strategies used in providing the isiZulu term translation equivalents of 50 English chemistry dictionary entries and their definitions into isiZulu, totalling approximately 1 109 source text terms. This dictionary is a Quadrilingual Explanatory Dictionary for Chemistry (QEDC) comprises four languages, which are English, Afrikaans, Pedi and Zulu. I am providing and investigating the isiZulu translation equivalents only. The term list/DIY glossary w

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23

Liu, Pengyuan. "Development of Ambient Mass Spectrometry for Protein/Peptide Characterization, Solvent-Free Analysis, and Electrochemical Reaction Monitoring." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1419335862.

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24

Lythcott, Jean. "A study of how useful problem solving can improve both conceptual knowledge and problem solving performance in chemistry." 1987. http://catalog.hathitrust.org/api/volumes/oclc/16876546.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1987.<br>Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 241-249).

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25

DELVECCHIO, FRANCINE LISA. "STUDENTS’ USE OF METACOGNITIVE SKILLS WHILE PROBLEM SOLVING IN HIGH SCHOOL CHEMISTRY." Thesis, 2011. http://hdl.handle.net/1974/6703.

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The purpose of this study was to investigate how purposeful metacognitive instruction affected students’ use of metacognitive skills and their abilities to solve complex chemistry problems. The pilot (n = 18 to 26) and study (n = 21) groups were enrolled in separate Ontario Grade 11 university preparation chemistry classes. A quasi-experimental intervention was implemented, using the pilot study as a control. A Metacognitive Framework that outlined metacognitive skills specific to problem solving in chemistry formed the foundation for the intervention. Pre- and post-test self report questionn

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26

Hansen, Sarah. "Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations." Thesis, 2014. https://doi.org/10.7916/D83B5X9H.

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Visual problem solving with multiple representations is a critical component of chemistry learning and communication. Understanding how students comprehend and utilize visual representations is key to improving chemistry education, and a multimodal approach to understanding how students tackle visual stoichiometry problems offers insight into misconceptions and difficulties that they face. A mixed methods approach was used, employing multimodal data (eye-tracking, drawings, oral responses, and visual problem solving scores) to study participant interaction with representations and develop a fr

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Koreneková, Kateřina. "Výzkum strategií uplatňovaných žáky při řešení problémových úloh z chemie." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-380262.

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The subject of this thesis is the identification of strategies, which are used by lower-secondary school students when solving problem tasks in chemistry. The strategies were identified during talks with ninth-grade students. The talks conducted by using the Think-aloud method were connected with solution of selected problem tasks. The ascertained strategies were classified as expansive strategies (such strategy can be used to solve more types of problems) and limiting strategies (such strategy can be used to solve easy task, but they can fail when solving more difficult tasks). Furthermore, r

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YING-CHYUAN, LIN, and 林盈全. "Action Research of Implementing Creative Problem Solving in Science Game Teaching: An Example of Chemistry." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/25996712546558664349.

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碩士<br>國立臺中教育大學<br>科學應用與推廣學系科學教育碩士班<br>98<br>Abstract The purpose of this study were developed chemistry-related science games that integrate the creative problem solving (CPS) instructional model. Also, the possible problems and solutions in the processes of designing and implementing these science games, as well as teacher’s professional development during designing and teaching, was investigated in this study. This study adopted action research and carried out for three rounds. The subjects were fifth graders coming from three classes in an elementary school. The subjects in the three rounds

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Pullen, R. "An evaluation and redevelopment of current laboratory practices : an in-depth study into the differences between learning and teaching styles." Thesis, 2016. https://eprints.utas.edu.au/23475/1/Pullen-23475.pdf.

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The study described within this thesis encompassed a series of cross-sectional case studies that were completed over a number of chemistry units offered at the University of Tasmania, Australia. This investigation aimed to compare three teaching approaches applied within the chemistry-teaching laboratory; the teaching approaches chosen being Expository, Guided Inquiry, and Problem Solving. Prior to this investigation, the prevalent laboratory teaching approach at the University of Tasmania most closely resembled the Expository approach. Through comparison of these teaching approaches it

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Lee, Pei-Jung, and 李佩蓉. "Explore the affects of connecting representation on chemistry learning processing from EEG and problem solving performance." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/72116640730733007818.

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碩士<br>國立交通大學<br>教育研究所<br>97<br>The purpose of this study was to explore the effectiveness of web-based connecting representations learning content on students’ conceptual construction and problem solving involving the topic of Kinetic-Molecular Theory of Gases. The design of Kinetic-Molecular Theory of Gases learning content specifically designed to help students making connections among macro, micro, formula, and diagram four different representations. One-sample repeated pre-post-test measurement design was used in the study. There were 83 11th grade students involved in the study. All o

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31

Ting, Melodie Mirth Go. "Mobile Technology in Science Classrooms: Using iPad-enabled Constructivist Learning to Promote Collaborative Problem Solving and Chemistry Learning." Thesis, 2018. https://doi.org/10.7916/D8989KG9.

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Most recently, there has been a noticeable rise in the push for use of technology in the classroom. The advancement in digital science has increased greatly the capacity to explore animations, models, and interesting apps. that should substantially enhance science cognition. At the same time, there is a great need to increase collaboration in the science classroom. There is a concern that the collaborative experience will be lost with the use of technology in the classroom. This study seeks to explore the use of iPads in conjunction with a constructivist learning approach to promote studen

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32

Tóthová, Martina. "Využití eye-trackingu k analýze strategií volených žáky při řešení problémových úloh z chemie." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-403873.

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In the thesis, results of a research focused on monitoring strategies used by students during problem solving are presented. It follows previous studies conducted with the use of think- aloud method. Due to limitations of this method, an eye-camera is used. The record of the camera is used not only to analyse student's problem-solving process, but also as a tool eliminating one of the RTA limits - inaccuracies due to forgetting. The strategies were investigated among economics-oriented vocational school students in the first grade. They solved indicator tasks from the Methodical Comments and T

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Hobden, Paul Anthony. "The context of problem tasks in school physical science." Thesis, 1999. http://hdl.handle.net/10413/9466.

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The purpose of this study was to extend our current knowledge about what happens in physical science classrooms. The focus was the context of problem tasks. This involved the study of the situations, events and factors that relate to the solving of problem tasks at high school in order to understand their role and nature. e problem tasks that were central to this study were well defined, narrow in focus, and invariably involved the calculation of some quantity through the use of a formula and algebraic manipulation. The main questions that guided the study were as follows: What is happening in

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34

Wu, Yi-Syuan, and 吳翊瑄. "Development and Evaluation of an Educational Simulation Game with Role-playing and Problem-solving Strategies for Chemistry Experiment Skills: Analysis of Flow, Technology Acceptance and Learning Process." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/68357223438966214572.

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碩士<br>國立臺灣科技大學<br>應用科技研究所<br>101<br>With the development of educational technology, digital game-based learning environments are gradually adopted in the educational practices. This study developed a simulated chemistry experiment game Perfect PAPA II, combining procedure manipulation and story contexts to promote learners’ knowledge and procedures of basic electrolyte mixture as well as their experimental safety concepts. The study used this digital game-based learning material to explore participants’ technology acceptance, flow status, and their relationship. Also, this study explored effec

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Neves, Ana Maria Rodrigo. "Resolução de problemas de física e química em trabalho colaborativo entre pares." Master's thesis, 2014. http://hdl.handle.net/10437/5869.

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Orientação: Maria de Nazaré Castro Trigo Coimbra<br>O presente estudo tem como finalidade averiguar de que forma o treino de equações matemáticas, em trabalho colaborativo entre pares, facilita a resolução de problemas na disciplina de Física e Química A, no Ensino Secundário. Pretende, igualmente, verificar se esse trabalho, desenvolvido em conjunto, em sala de aula, pode contribuir para uma maior compreensão dos conteúdos programáticos, e se o domínio dos conceitos científicos, por parte dos alunos, se traduz na obtenção de melhores resultados escolares, na disciplina de Física e Química A.

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Gavvalapalli, Nagarjuna. "Breaking the barriers of all-polymer solar cells: Solving electron transporter and morphology problems." 2012. https://scholarworks.umass.edu/dissertations/AAI3545923.

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All-polymer solar cells (APSC) are a class of organic solar cells in which hole and electron transporting phases are made of conjugated polymers. Unlike polymer/fullerene solar cell, photoactive material of APSC can be designed to have hole and electron transporting polymers with complementary absorption range and proper frontier energy level offset. However, the highest reported PCE of APSC is 5 times less than that of polymer/fullerene solar cell. The low PCE of APSC is mainly due to: i) low charge separation efficiency; and ii) lack of optimal morphology to facilitate charge transfer and tr

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