Conceptual learning, problem-solving

Nurrenbem, S. C., Piekering, M. (1987). Conceptual learning versus problem solving is there a difference JoMtTta/ of Chemical Education, 64(6), 508-510. 

The effect of the problem-solving mindset was clear students made few connections with the conceptual aspects of the material. The evidence for this was found in how these students studied for their exams. They tended to perceive that there were many equations they had to learn, and, as the following extracts from tutoring sessions illustrates, they adopted the technique of brute force memorization. 

What effect does a problem-solving mindset have on students For the students in this study, most of the difficulties they had learning quantum mechanics resulted from the incongruity between the structure of quantum mechanics and the problem-solving mindset, and not from conceptual difficulties within the material of quantum mechanics. 

One of the great rewards of studying chemistry is to become a good problem solver. Being able to solve complex problems is a talent that will serve you well in all walks of life. It is our purpose in this text to help you learn to solve problems in a flexible, creative way based on understanding the fundamental ideas of chemistry. We call this approach conceptual problem solving. 

Using a conceptual approach to problem solving will enable you to develop real confidence as a problem solver. You will no longer panic when you see a problem that is different in some ways from those you have solved in the past. Although you might be frustrated at times as you learn this method, we guarantee that it will pay dividends later and should make your experience with chemistry a positive one that will prepare you for any career you choose. 

Conceptual learning and problem solving are fundamental to the approach of Chemistry. The text gives students the tools to become critical thinkers to ask questions, to apply rules and models, and to evaluate the outcome. 

BiochemistryNOW This interactive online resource, developed in concert with the text, empowers students by helping them determine their unique study needs. Each chapter is annotated with captions that alert students to tutorials, animations, and coached problems that enhance their problem-solving skills and conceptual understanding. In addition, smdents are provided with a Personalized Learning Plan—based on a diagnostic Pre-Test—that targets their study needs. A PIN code is required to access BiochemistryNOW and may be packaged with a new copy of the text or purchased separately. 

In conceptual problem solving, we let the problem guide us as we solve it. We ask a series of questions as we proceed and use our knowledge of fundamental principles to answer these questions. Learning this approach requires some patience, but the reward is that you become an effective solver of any new problem that confronts you in daily life or in your work in any field. 

For another example of reform project efficacy in the KU university physics course, the new CWP instmctional strategy was specifically designed to (1) improve retention of engineering students, (2) increase conceptual learning, (3) increase traditional problem-solving skill, and (4) be particularly beneficial for at-risk (conditionally admitted, CA) students. Table 4.13 below summarizes these metrics for efficacy, the measures used, and a comparison with the same measures of the course prior to the pedagogical reform. 

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