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A Cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions

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A Cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions

dc.contributor.author	Álvarez, Vanesa
dc.contributor.author	Torres, Tarcilo
dc.contributor.author	Gangoso, Zulma
dc.contributor.author	Sanjosé López, Vicente
dc.date.accessioned	2021-04-14T16:51:36Z
dc.date.available	2021-04-14T16:51:36Z
dc.date.issued	2020
dc.identifier.citation	Álvarez, Vanesa Torres, Tarcilo Gangoso, Zulma Sanjosé López, Vicente 2020 A Cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions Journal of Baltic Science Education 19 5 730 746
dc.identifier.uri	https://hdl.handle.net/10550/78678
dc.description.abstract	In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of unproductive actions, while experts took very few. Experts showed high convergence in their distributions of actions among the mental representations. If the outcomes were replicated with higher external validity, the model could help researchers to analyse the cognitive mechanisms in problem-solving, and teachers to better focus their efforts on specific students' lacks.
dc.language.iso	eng
dc.relation.ispartof	Journal of Baltic Science Education, 2020, vol. 19, num. 5, p. 730-746
dc.subject	Ciències físiques
dc.subject	Ciència Ensenyament
dc.subject	Solució de problemes
dc.subject	Química
dc.subject	Ensenyament
dc.title	A Cognitive model to analyse physics and chemistry problem-solving skills: mental representations implied in solving actions
dc.type	journal article	es_ES
dc.date.updated	2021-04-14T16:51:36Z
dc.identifier.idgrec	141121
dc.rights.accessRights	open access	es_ES