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Characteristics of the Problem Solving Process of the Balancing Redox Equations by Senior and Science High School Students' Mental Capacity and Problem Solving Methdos
Characteristics of the Problem Solving Process of the Balancing Redox Equations by Senior and Science High School Students' Mental Capacity and Problem Solving Methdos
Journal of the Korean Chemical Society. 2002. Aug, 46(4): 353-363
  • Published : August 20, 2002
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Kim, Chung-Ho
Lee, Sang-Gwon

Abstract
In this study, characteristics of the problem solving process of the balancing redox equations was ana-lyzed by mental capacity and problem solving methods, and the pertinent teaching and learning guidance for oxidation-reduction unit was suggested. Participants were 79 senior high school students and 57 science high school students. Tests were conducted to measure the mental capacity, the understanding of the oxidation-reduction concepts and the com-pletion of the balancing redox equations. The framework was made to find the patterns of failure and success. As the analysis of the influence on the performance of mental capacity,understanding of the oxidation-reduction concepts, and problem solving methods, students who had lower understanding of oxidation-reduction concepts selected the trial and error method, and their performance were influenced by mental capacity. The students that had higher understanding of the oxidation-reduction concepts had good performance by using oxidation number method regardless of their mental capacity. As the results of analysis for the patterns, the success patterns of solving the problems, those of mostly the sci-ence high school students, were the cases of using oxidation number method well and lessening problem solving steps. The patterns of failure in solving problems by using trial and error method showed that students had mistakes in cal-culating, errors in making unknown equations, no consideration for all variables, or stopped solving the complicated problems. The patterns of failure in solving problems by using oxidation number method showed that many students had wrong oxidation number or no consideration for mass and charge balance.
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