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High School Students’ Problem-Solving Strategy-Performing Ability Measured by an Essay-Type Test
High School Students’ Problem-Solving Strategy-Performing Ability Measured by an Essay-Type Test
Journal of the Korean Chemical Society. 2001. Aug, 45(4): 370-376
  • Published : August 00, 2001
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Jeon, Kyung Moon
Ahn, Choong Hee
Noh, Tae Hee

Abstract
In this study, high school students' problem-solving strategy-performing ability was measured by an essay-type test. The relationship between students' logical thinking ability and strategy-performing ability was also investigated. Four classes (N=187) were selected from two high schools in Seoul, and the strategy performance ability test and the Group Assessment of Logical Thinking (GALT) were administered. Evaluation scheme for strategy-performing ability consists of 7 subcategories - understanding given of problems, recalling related law, setting up subgoals, deriving physical quantities, logical progress, mathematical execution, and reviewing. The intercoder agreement for scaling was .92, which indicated substantial strength of agreement. The results revealed that students' ability of understanding given of problems and mathematical execution was relatively high. However, their ability of setting up subgoals and reviewing was very low. The total scores of the strategy performance ability test and all of the scores of each subcategory were significantly correlated with the GALT scores.