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2000
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In the Classroom
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Encouraging Meaningful Quantitative Problem Solving
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Jeff Cohen
Fenway High School, 174 Ipswich St., Boston, MA 02215
Meghan Kennedy-Justice
Brookline High School, 115 Greenough St., Brookline, MA 02445
Sunny Pai and Carmen Torres
Boston Arts Academy, 174 Ipswich St., Boston, MA 02215
Rick Toomey
Department of Chemistry and Physics, Northwest Missouri State University, Maryville, MO 64468
Ed DePierro and Fred Garafalo
Massachusetts College of Pharmacy and Allied Health Sciences, Boston, MA 02115
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September 2000
Vol. 77 No. 9
p. 1166
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| Abstract |
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Quantitative problem-solving is a challenging aspect of any physical science course. Traditionally, students have been encouraged to pursue various techniques in an effort to provide structure to this task. While such methods may help students to generate numerical answers, they can become exercises in symbol manipulation that leave the student without a clear picture of the physical situation associated with the problem. This paper describes the efforts of a group of teachers to help college freshman chemistry students and high school science students to improve their problem-solving skills. The presentation includes several sets of questions intended to elucidate ideas and to involve the reader in the process of reflecting upon his or her own problem-solving strategies.
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| Supplement |
Excerpts from selected units relevant to the material in print version of the article. The units serve as the text for the first semester of freshman chemistry at Massachusetts College of Pharmacy and Health Sciences.
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 Contents |
JCE2000p1166W.doc (Microsoft Word)
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| More Information |
Citation |
Cohen, Jeff; Kennedy-Justice, Meghan; Pai, Sunny; Torres, Carmen; Toomey, Rick; DePierro, Ed; Garafalo, Fred. J. Chem. Educ. 2000 77 1166.
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Keywords |
CER Constructivism; CER Problem Solving; CER Student-Centered Learning; Curriculum; General Chemistry; Introductory / High School Chemistry; Problem-Based Learning; Teaching / Learning Aids
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History |
Created:
Last Updated: |
August 29, 2000
August 31, 2005
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| Home > JCE Print > Journal of Chemical Education > Issues >
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