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Conceptual Versus Algorithmic Problem-solving: Focusing on Problems Dealing with Conservation of Matter in Chemistry

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Abstract

The students’ performance in various types of problems dealing with the conservation of matter during chemical reactions has been investigated at different levels of schooling. The participants were 499 ninth grade (ages 14, 15 years) and 624 eleventh grade (ages 16, 17 years) Greek students. Data was collected using a written questionnaire concerning basic chemical concepts. Results of statistical factor and correlation analysis confirmed the classification of the problems used in three types: “algorithmic-type”, “particulate-type”, and “conceptual-type”. All the students had a far better performance in “particulate-type” problems than in the others. Although students’ ability in solving “algorithmic-type” problem increases as their school experience in chemistry progresses, their ability in solving “conceptual-type” problems decreases. Students’ achievement in chemistry was measured by a Chemical Concepts Test (CCT) containing 57 questions of various forms. High-achievement students scored higher both on “algorithmic-type” and “particulate-type” problems than low achievers with the greatest difference observed in solving “algorithmic-type” problems. It is concluded that competence in “particulate-type” and “algorithmic-type” problem solving may be independent of competence in solving “conceptual-type” ones. Furthermore, it was found that students’ misconceptions concerning chemical reactions and equivalence between mass and energy are impediments to their problem solving abilities. Finally, based on the findings, few suggestions concerning teaching practices are discussed.

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Acknowledgement

This work was partial supported by fund from “Special Account for Research Grants” of the National and Kapodistrian University of Athens.

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Authors and Affiliations

  1. Laboratory of Organic Chemistry; Department of Chemistry, National and Kapodistrian University of Athens, Panepistimiopolis, 157 71, Athens, Greece

    Katerina Salta & Chryssa Tzougraki

Authors
  1. Katerina Salta
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  2. Chryssa Tzougraki
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Correspondence to Katerina Salta.

Appendix

Appendix

Problem 1

The quantity of hydrogen chloride shown in the next diagram decomposes to hydrogen and chlorine. Which of the following diagrams illustrate the products of this reaction?

figure a
figure b

Problem 2

The quantities of nitrogen and hydrogen shown in the next diagram reacted and ammonia was produced. Which of the following diagrams illustrate the product of this reaction correctly?

figure c
figure d

Problem 3

The empty petrol tank of a car is filled with 20 kg of petrol. The car is driven until the petrol tank is empty. What is the weight of the exhaust gases released during the drive?

  1. a.

    More than 20 kg.

  2. b.

    Less than 20 kg.

  3. c.

    Equal to 20 kg.

  4. d.

    It is impossible to predict.

Explain your choice.

..........................................................................................................................................

Problem 4

Iron reacts with oxygen and water from the air to produce rust. When an iron nail, which weighs 10 g, is exposed to the atmospheric air, it will be rusted after a few days. What will be the weight of the rusty nail?

  1. a.

    More than 10 g.

  2. b.

    Less than 10 g.

  3. c.

    Equal to 10 g.

  4. d.

    It is impossible to predict.

Explain your choice.

..........................................................................................................................................

Problem 5

Four grams of hydrogen and 32 g of oxygen react completely to produce water. Calculate the mass of water produced from this reaction.

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Problem 6

Eleven grams of carbon dioxide and 9 g of water are produced from combustion of 4 g methane. Calculate the requisite mass of oxygen for this reaction.

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Salta, K., Tzougraki, C. Conceptual Versus Algorithmic Problem-solving: Focusing on Problems Dealing with Conservation of Matter in Chemistry. Res Sci Educ 41, 587–609 (2011). https://doi.org/10.1007/s11165-010-9181-6

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