Chemical Problem Solving And Teaching

Since 70's in 20th century, an important character of "Problem Solving" research has been combining cognitive psychology theory with instruction practice. Based on the literature about "Problem Solving" and "Representation", a multiple-representation model is brought forward. The representation state of junion and senion students is studied in detail with the methods of group tests and think-aloud. The results suggest: Most students are good at solving algorithm problems with symbolic representation, while ill at conceptual problems with microscopic representation. And symbolic representation not connected with micro- and macroscopioc representations is only a lower level one. Base on the above results and constructivism theory, a problem solving instruction model based on multiple-representation and instruction principles are put forward. Three instruction cases about "equillibrium" are designed and practised. The results of above instructions reflect that the instruction model is reasonable and feasible.