The process of student learning requires incremental steps that a student can follow to progress from novice to expert. Researchers at Mississippi State University are exploring the use of �solved problem analysis� to facilitate learning transitions and support the development of critical thinking skills. The solved problems that are used fall into two categories. One type shows a sample question and written solution that is completely correct. Students must identify that it is correct and write out the logic behind each step as if they were explaining the process to someone else. The second type shows a sample question and a written solution that is incorrect. Students must explain what is wrong about the solution and re-do the calculation correctly.Initial studies with these solved problem approaches indicate that they support the development of critical thinking skills as students analyze problems from different directions. The process of identifying the inaccuracies and explaining the correct steps for solution appears to mimic the tutoring interaction that occurs when one student explains a problem to another. Data showing the correlation between solved problem use and conceptual understanding of the applied topics will be presented.

Solved problem analysis and the development of critical thinking in General Chemistry

247th National Meeting (2014)

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