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The Relationships of Chemistry problem Solving Ability with Cognitive Variables and Affective Variables
The Relationships of Chemistry problem Solving Ability with Cognitive Variables and Affective Variables
Journal of the Korean Chemical Society. 2000. Feb, 44(1): 68-73
  • Published : February 20, 2000
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Noh, Tae-Hee
Han, Jae-Young
Kim, Chang-Min
Jeon, Kyung-Moon

Abstract
In this study, tlhe relationships of high school students' abilities to solve chemistry problems with cognitive variables (logical thinking ability, mental capacity. and learning strategy) and affective variables(self-efficacy, self-concept of ability, learning goal, and attitude toward science) were investigated. The proportion of variance due to the variables for algorithmic and conceptual problem solving ability was studied by a multiple regression analysis. The results indicated that, among the cognitive variables, the logical thinking ability significantly predicted the algorithmic problem solving ability, and the learning strategy was the best predictor of conceptual problem solving ability although not significant. Among the affective variables studied, the self-concept of alility was the significant predictor of both algorithmic and conceptual problem solving abilities. The seif-efficacy was significantly correlated with conceptual problem solving ability, but it had no predictive power.