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  Home > JCE Print > Journal of Chemical Education > Issues > 2008  > March  >
In the Classroom
Using Problem-Solution Maps To Improve Students' Problem-Solving Skills
Mailoo Selvaratnam
Science Foundation, North-West University, Mmabatho, South Africa 2735

Sebastian G. Canagaratna
Department of Chemistry, Ohio Northern University, Ada, OH 45810

Cover
March 2008
Vol. 85 No. 3
p. 381
Abstract
The effectiveness of problem solving as a learning tool is often diminished because students typically use only an algorithmic approach to get to the answer. We discuss a way of encouraging students to reflect on the solution to their problem by requiring them—after they have arrived at their solution—to draw solution maps. A solution map displays a logical analysis of the way one might arrive from the given data to the solution of the problem. The solution map includes a statement of all laws and principles used at every stage, so that students' knowledge base is reinforced. Problems have no unique solution maps, nor can recipes be given and blindly used to create a solution map. Thus drawing solution maps is open-ended, and the chances of students subverting the goal by using memorized routine procedures is avoided.
Supplement
Additional discussion of whether students identify the principles that they use for the solution of a problem; An example problem for students to solve
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Citation
Selvaratnam, Mailoo; Canagaratna, Sebastian G. J. Chem. Educ. 2008, 85, 381.
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Keywords
Chemical Education Research; Constructivism; First-Year Undergraduate / General; Problem Solving / Decision Making
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History
Created:
Last Updated:
2/4/2008
2/12/2008
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