Factors Contributing to Problem-Solving Performance in First-Semester Organic Chemistry

• In Event: Roundtable Session 30
  In Roundtable Session: Science Education in Higher Ed

Abstract

Problem solving is the quintessential skill in science disciplines. Science education is no exception. Researchers have dedicated considerable effort investigating factors that influence problem-solving performance. Typically, studies have focused on the influence of individual factors and problem solving. However, few studies have examined the contribution of several key factors. The purpose of this study was to inspect the influences of a set of key factors and their contributions to problem solving in organic chemistry. Utilized correlations and multivariate regression analyses, findings indicate that knowledge structures, prior science achievement, and ethnicity were significantly related to problem-solving performance. In addition, knowledge structures accounted for a significant proportion of the variation in students’ problem solving. Implications for research and practice in chemistry are discussed.

Authors

• Enrique Lopez, University of Colorado - Boulder

• Kiruthiga Nandagopal, Stanford University

• Richard J. Shavelson, SK Partners & Stanford University