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Procedia Social and Behavioral Sciences 1 (2009) 2678–2684
A
vailable online at www.sciencedirect.com
World Conference on Educational Sciences 2009
The effects of students’ problem solving skills on their
understanding of chemical rate and their achievement on this issue
Fulya Öner Arma÷an
a*
, ùafak Uluçınar Sa÷ır
b
, Ayúe Yalçın Çelik
c
a
Education Faculty,Department of Primary Science Education, Gazi University, Ankara, 06500, Türkiye
b
Education Faculty , Department of Primary Science Education, Amasya University, Amasya, Türkiye
c
Education Faculty, Department of Secondary Science and Mathematics Education, Gazi University, Ankara, 06500, Türkiye
Received October 8, 2008; revised December 16, 2008; accepted January 4, 2009
Abstract
Problem solving is a part of thinking. There are several steps of problem solving. The first thing which is necessary for solving
personal and organizational problems is the knowledge of problem solving process. Students who have learned problem solving
process can be successful in every stage of their lives by using these skills in finding solutions to the encountered difficulties and
problems. In this study, the effect of students’ problem solving skills on achievement in the chemical reaction rate and the effect
of temperature and concentration on the reaction rate subjects is investigated; students are from several different departments.
Quasy experimental design was used in this research. SPSS 11, 5 packet program was used to evaluate the data. Independent
sample t-test was used to compare the post test scores of groups and it was not found a statistically meaningful difference. One-
way ANOVA analysis is used to find out whether there is a difference in results of post-test, aimed to measure students’ problem
solving skills, with regard to departments where students are studying. According to the result of ANOVA test there was
statistically significant difference in control groups’ post-test scores considering the departments of students whereas there was
not significant difference in the post-test scores of experimental group. Additionally, the effect of problem solving skills on
achievements of female and male students was investigated and a situation in favor of females students was observed.
© 2009 Elsevier Ltd.
Keywords: Problem solving; chemistry education; chemical reaction rate.
* Fulya Öner Arma÷an. Tel.: +9 0312 2028102; fax: +9 0312 222 8483.
E-mail address: armaganf@gazi.edu.tr.
1. Introduction
Individuals consistently encounter problems in all fields. New methods and strategies should be developed to
solve problems quickly and effectively (Posamentier, 1998). Individuals’ skill of problem solving is related to their
concentrating on the problem and self-evaluation (Heppner, Baumgardner and Jackson, 1985). Problem solving
skill will help us to resolve problems in not only academic life but in all parts of the life. Researchers and educators
need more information about problem solving process to help their students more efficiently. If problem solving
skill is a cognitive activity then, improving problem solving skill through education should be a valuable goal
(Seminara, 1996).
1877-0428 © 2009 Elsevier Ltd.
doi:10.1016/j.sbspro.2009.01.473
Open access under CC BY-NC-ND license.
Open access under CC BY-NC-ND license.
Fulya Öner Armaˇgan et al. / Procedia Social and Behavioral Sciences 1 (2009) 2678–2684
2679
Lumsdaine and Lumsdaine (1995) state that problem is not an assignment which requires completing missing
parts. A problem has two characteristics; problem can involve a difficulty or can mean an opportunity. A problem
can involve two or one of these characteristics. Problems are, generally, composed of ambiguity, relations and
problems that contain difficulty and situations whose accuracy and truth are not certain.
The concept of problem solving was systemized firstly by American educator John Dewey and Russian educator
Vygotsky. Individuals’ skill of problem solving is related to their concentration on the problem and self-evaluation
(Heppner, Baumgardner and Jackson, 1985).
Most of the people think that they are born with problem solving skill. However, there are not many people who
receive training and perceive the importance of problem solving (Kneeland, 2001). When we face with a particular
problem, analyzing and decision-making skills gain importance. Notwithstanding, individuals develop,
unconsciously, their own methods of problem solving and decision making with their own personality, being
brought up styles and things that they learn in school (Arnold,1992). In fact, problem solving skill is a skill that can
be learned like other skills. Therefore, the first thing that is necessary in solving individual and organizational
problems is knowing problem solving process. Problem solving process can be facilitated by using open ended
materials and group projects to provide integrated learning even when the pressure of time is involved. Those who
will do this are teachers (URL, 2006).
Studies have shown that many secondary and higher education students have problems based on deficiency of
information and skill in problem solving stage. The first of these issues is that students could not show some skills
such as comprehension and inference. However, students’ understanding scientific events is very important for
science education because problem solving skill is closely related to problems that students face in daily life. In this
aspect, developing problem solving skill has a particular importance for success in other fields of science and
learning many chemistry topics meaningfully.
Students apply previous information in new situations and this is an indicator of their problem solving skills.
Fogler and Leblanc (1995) state that a problem does not have a single solution and different methods should be
applied in different situations. Students that have learned problem solving process can be successful in all fields of
life by using these skills and finding solutions to individual problems and difficulties.
Researchers have made some studies about the stages of problem solving. Findings in the researches have shown
that there are some differences that take root from present theoretical information, problem used in the research or
individual solving it. In the field of chemistry problems that people face take root from different reasons. These are:
students can not perceive chemical concepts (Enoch and Gabel, 1984; Nurrenberg and Pickering, 1987), memory is
overcharged (Frazer and Sleet, 1984), males’ performances are better than the females’ (Tobin and Garnett, 1987),
interest in science is low and poor performance (Weinburgh, 1995).
Chemistry is seen as a difficult field by students, teachers and researches. Students have difficulty in this field
because chemistry topics are very brief (Ben-Zvi et al., 1988) and there is a chemistry language that is different from
the language used in daily life (Bergquist and Heikkinen, 1990). Science education in schools causes big problems
owing to students’ misunderstandings (Johnstone and Kellett, 1980; Nussbaum, 1981). In a research about chemical
rate it has been observed that students have some misunderstandings in this topic. Misunderstandings are:
misunderstanding expressions under the headline of “reaction rate” show that rate law equation, reaction length and
reaction process are confused with reaction rate and a particular concentration criteria is considered in explaining the
reaction rate. Misunderstanding expressions under the headline of “reaction rate-temperature relation”; show that
increase in reaction rate and temperature is explained with the increase of molecules’ kinetic energy and average
speed, although it does not give any information about whether increase in the experiment is endothermic or
exothermic, it is thought that increase in temperature affect the rates of endothermic and exothermic reaction in a
different way (Nakibo÷lu et al., 2004).
2. Purpose Of The Study
In this study our aim is to examine the effect of gender and the method which developed problem solving skills
on the success of students, in Science, Chemistry and Mathematics Education Departments, in the field of reaction
rate.
2680 Fulya Öner Armaˇgan et al. / Procedia Social and Behavioral Sciences 1 (2009) 2678–2684
Methodology
Sampling
Sampling of this study is composed of 122 students in the department of Science (39), Chemistry (37) and
Mathematics (46) Education Departments in Gazi University, Gazi Education Faculty during 2005-2006 education
year; these students are taking General Chemistry Laboratory (Table 1).
Table 1. Distribution of the Sampling According to Groups and Gender
Science Teaching Chemistry Teaching Mathematics Teaching
Control Experimental Control Experimental Control Experimental
Gender
n %n % n %n % n % n %
Female 11 57,9 12 60,0 12 70,6 13 65,0 14 63,6 13 54,2
Male 8 42,1 8 40,0 5 29,4 7 35,0 8 36,4 11 45,8
Total 19 100 20 100 17 100 20 100 22 100 24 100
3. Method
Before the practices Scientific Process Skill Test and Logical Reasoning Skill Test were applied to students.
Since students have been taken Chemical Kinetics in General Chemistry Course in the first term of the school year,
mean of the General Chemistry course marks have been considered as pre-test score. A test including information
about chemical kinetics has been arranged as post- test and it has been applied after the activities. Opinions of
experts have been taken to prove validity. Quasy experimental desing was used in the research. In these three
departments a control group and an experimental group have been selected randomly. Experimental group students
have been given information about problem solving strategies and two verbal problems has been arranged and
applied to determine students’ problem solving skills. In control groups, course is conducted with traditional
methods.
Instruments
Logical Reasoning Test (LRT): The original test was developed by Tobin and Capie (1981). This test is
composed of ten questions; 8 of the questions are multiple choice questions and 2 of them are open ended questions.
The test measures determining and controlling variables, proportion probability and synthesis skills of students. The
reliability of the test has been determined as Į = 0, 79.
Scientific Process Skill Test (SPST): The original test was developed by Burns, Okey and Wise (1982).
Translation to Turkish and adaptation of this test was formed by Özkan, Aúkar and Geban (1991). This test contains
36 multiple choice questions (with 4 choices). Five subsections that form the test aim to test different view points of
scientific process skills. The reliability of the test has been determined as Į = 0, 82.
Achievement test
A test composed of 7 open-ended questions was applied by researches to measure students’ knowledge on
chemical rate. This test consists of questions related to writing chemical rate equations, factors affecting the rate
(temperature, concentration and catalyst effect), determining rate and constant rate. The opinions of chemical
instruction experts regarding validity and reliability of the test have been applied.
Application:
A week before the related experiment, students in experimental group were given questions related to the effects
of concentration and temperature on reaction rate and they were asked to define, analyze and evaluate the problem.
During the experiment week, it was considered that which factors can be related to chemical reactions under the
Fulya Öner Armaˇgan et al. / Procedia Social and Behavioral Sciences 1 (2009) 2678–2684
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light of the data presented in the problem. In addition, discussion among students about the research method and
experiment findings was provided. At the end of the two-week period, students’ observation of the experiment and
their responses to the questions were controlled and feedback was given. During two weeks classes were conducted
traditionally in control group (explanation, question-response) and at the end of the lesson a test was applied to both
of the groups.
Analysis of data:
Responses given by students were evaluated in SPSS 11.5 Packet Program. Descriptive analysis was made to
determine the distribution of students according to their gender, department and group. Scores of the pre and the
post tests were used in analyzing variables; independent samples t-test was used to examine differences between
control and experimental group and examine differences between females and males. One way ANOVA test was
used to examine the effect of the department on problem solving skill.
Results and Discussion
Statistical analysis have been done by comparing the data of experimental group, in which we aimed at
developing problem solving skills, with the data of control group in which the traditional teaching method was used
.
Table 2. Comparison of LRT, SPST and pre-test scores before instruction
Test Group n
X
S df t P
Control 58 7,83 1,74
LRT
Experimental 61 7,67 1,75
117 ,483 ,630
Control 58 26,22 3,73
SPST
Experimental 64 26,26 4,36
120 -,056 ,955
Control 57 46,57 16,63
Pre-test
Experimental 64 43,64 15,99
119 ,990 ,324
As it is seen in Table-2 there is not a meaningful difference among the LRT, SPST and pre-test scores of control
and experimental groups (p>.05). This case has shown that control groups and experimental groups were equal
before the instruction.
After the application independent sample t- test was applied to compare the post-test scores of control and
experimental groups (Table 3). Comparison of post test scores was showed in Table-3.
Table 3. Comparison of post-test scores between groups after the instruction
Group N
X
Sd Df t p
Control 58 36,81 19,26
Experimental 62 40,53 21,95
118 -,985 ,327
According to results in Table 3, there is not a meaningful difference between groups post-test scores after the
instruction of chemical reactions’ rate [t
(118)
= -0,985; p> .05] Average of control groups’ post-test score was 36,81
and average experimental groups’ post-test score after instruction was 40,53.
2682 Fulya Öner Armaˇgan et al. / Procedia Social and Behavioral Sciences 1 (2009) 2678–2684
One way ANOVA was applied to examine whether there is a meaningful difference between on post-test results
and departments at which students receive education (Table 4).
Table 4.a. Desciptive statistics of post-test results according to departments and groups
Group
Department N
X
Sd
Mathematics 22 28,82 16,19
Science 19 32,47 20,17
Chemistry 17 52,00 12,80
Control
Total 58 36,81 19,26
Mathematics 23 36,13 20,95
Science 20 45,45 24,89
Chemistry 19 40,68 19,76
Experimental
Total 62 40,53 21,95
Table 4.b. ANOVA results of post-test scores according to departments
Group
Sources of Variance
Sum of Squares Df Mean Square F p
Between Groups 5684,904 2 2842,45
Within Groups 15452,010 55 280,94
Control
Total 21136,914 57
10,117 ,000
Between Groups 929,772 2 464,88
Within Groups 28463,664 59 482,43
Experimental
Total 29393,435 61
,964 ,387
According to these results there is a statistically meaningful difference (F
2-57
= 10,117 ve p< .05) between
departments and post-test results in control groups. Scheffe test applied to find which department causes this
difference showed that there is a meaningful difference between average post-test scores of chemistry and
mathematics students and chemistry and science students. Average post-test scores of mathematics students was
28,81 while average post-test scores of chemistry students was 52,00 and science students score was 32,47. There is
not a meaningful difference between the average post-test scores of departments’ experimental group (p> .05).
However science experimental groups’ average is higher than others (45,45).
It was examined that whether there is a meaningful difference between students’ gender and achievement
according to groups with independent sample t-test (Table 5). It was found that there is a meaningful difference
between average post-test scores of males and females. This meaningful difference is in favor of females.
Table 5. Comparison of post-test scores according to group and gender
Group Gender n
X
Sd df t p
Female 37 42,46 19,30
Control
Male 21 26,86 14,94
56 3,196 ,002
Female 37 52,27 18,66
Experimental
Male 25 23,16 13,25
60 6,729 ,000
The average post-test scores of female students in control and experimental groups are higher. It has been found
that there is not a meaningful difference between the average post-test scores of female students in control group
(52,27) and in experimental group (42,46). Independent sample t-test was used for this analysis (Table 6).
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Table 6. Comparison of female students’ post-test scores in control and experimental groups.
Group n
X
Sd df t p
Control 37 42,46 19,30
Experimental 37 52,27 18,66
72 -2,223 ,029
It has been found that the average of female students in control group is 52,27, on the other hand the average of
female students in experimental group is 42,46. It has been determined that the difference between them is
meaningful [t
(72)
= -2,223; p< .05]. Also, it has been determined that female students that have learned problem
solving method and chemical rate are more successful than male students and than other students to whom the
traditional method was applied.
4. Conclusion and Suggestions
Problem solving is a process rather than a result (Kneeland, 2001). Therefore, it is wrong to decide by
considering only last product (solution). Problem solving is all the processes during the problem solving efforts
(Blum and Niss, 1991). Determining and evaluating what kind of efforts students make and how they find a solution
is very important because problem solving process begin with recognizing the problem. People gain information
about the problem, apply to sources and gather data. Person that solves the problem develops some hypothesis
according to obtained data; makes appropriate elections among them and finds a solution.
In this study as a result of feedbacks of students is understood that students have some misunderstandings about
chemical rate and these misunderstandings can be corrected. The students sometimes can not relate data and
findings and this is the factor that causes misunderstandings. For example the biggest mistake in this study what
kind of relation there is between chemical reaction rate and reaction time was not determined. Another
misunderstanding is about the relation between temperature and reaction rate. However at the end of this study it
was observed that if students are given opportunities, their problem solving skills can be developed. Planning the
course with the activities such as narration technique and scenarios affects the attitude of the course positively. This
fact should not be ignored while planning the course. Also this develop students’ problem solving skills.
In this study it was observed that students discuss their findings on their own before open sessions and this
provide cooperation and positive attitude in the course. Also students’ responsibility, self-confidence and self-
proficiency can be developed.
Students that use brain storming in problem solving processes, gain practicability in speaking, agreement and
cooperation. Reasoning on the results and making elections provide that students gain empathy, compromise and
they share the responsibility of the decision. In conclusion children can be independent evaluator in their jobs by
evaluating their errors and elections.
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