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A Breach in the Relationship between Correctness and Scientific Conceptual Knowledge for the Meaningful Solving of a Problem about Osmosis [microform] / June T. Zuckerman
Bib ID 5551677
Format BookBook, MicroformMicroform, OnlineOnline
Author
Zuckerman, June T
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1991 
14 p. 
Summary

Expert/novice studies of conceptually rich problem solving have demonstrated a relationship between the correctness of a solution and the extent and organization of the solver's conceptual knowledge. This study examines meaningful problem solving and the relationship between the correctness of a solution and the extent of the solver's scientific conceptual knowledge. Fourteen high school students participated in this qualitative study involving a problem in osmosis. The investigative course consisted of a presolving clinical interview, a think-aloud solving of the problem, and a retrospective report of the solving course. Results indicate that 13 of the 14 solving courses were meaningful. Four of the 13 meaningful solutions were correct. However, two of these four correct solutions were embedded in nonscientific conceptual knowledge about air pressure. (Contains 13 references.) (PR)

Notes

ERIC Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Lake Geneva, WI, April, 1991).

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Biology.  |  Educational Research.  |  Graphs.  |  High Schools.  |  Misconceptions.  |  Problem Solving.  |  Science Education.  |  Scientific Concepts.  |  Osmosis
Form/genre Reports, Research.  |  Speeches/Meeting Papers.
Available From ERIC 

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Members of Aboriginal, Torres Strait Islander and Maori communities are advised that this catalogue contains names and images of deceased people. All users of the catalogue should also be aware that certain words, terms or descriptions may be culturally sensitive and may be considered inappropriate today, but may have reflected the author's/creator's attitude or that of the period in which they were written.