Research studies have shown that experts and novices approach problems differently. While novices focus on the surface features of a problem under consideration experts tend to consider deep features of a problem; employ multiple strategies; and are metacognitive in their approach to problem solving. In a study conducted in a large midwestern university using a comparative case study approach, the problem solving strategies of course professors, graduate students and first year chemistry students were compared for specific problems in the domain of stoichiometry and thermochemistry. Key findings from this study will be presented along with the recommendations for metacognitive strategies that can be employed by students to approach domain specific chemistry problems like experts.

Case studies of problem solving strategies used by college professors, graduate, and undergraduate students in chemistry

249th National Meeting (2015)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.