HKIER

Abstract

This paper presents an overview of how a number of cognitive factors are involved in the solving of quantitative problems by secondary school students categorized as skilled and less skilled. Illustrations are given for the solving of basic problems as we ll as more complex composite problems in chemistry. The factors discussed are those of problem recognition, search strategy, problem representation, linkage, cognitive load and the role of understanding versus algorithms. Based on the discussion, directio ns for the enhancement of instruction in problem solving are suggested. These include the key role of instruction for conceptual understanding, encouragement of qualitative thinking by problem solvers, the setting of goal-free problems and practice with basic problems.

摘要

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