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Developing Students' Problem-solving Skills Using Learning Tasks: An Action Research Project in Secondary School.

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This study improved upper-secondary students' chemistry problem-solving skills using scaffolded PISA-like tasks and formative assessment. The intervention significantly increased the number of students achieving above-average scores.

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Area of Science:

  • Chemistry Education Research
  • Cognitive Science in Learning

Background:

  • Student problem-solving skills in chemistry require improvement globally.
  • A pre-test revealed most upper-secondary students struggled with chemistry problem-solving tasks related to the periodic table, reaction rates, and compound properties.

Purpose of the Study:

  • To enhance upper-secondary students' problem-solving skills in chemistry.
  • To evaluate an intervention combining context-based tasks, scaffolding, and formative assessment.

Main Methods:

  • An intervention was developed using eye-tracking and think-aloud methodologies.
  • Students engaged with PISA-like chemistry problems featuring scaffolding and teacher-led formative assessment.
  • Problem-solving skills were assessed via pre- and post-tests.

Main Results:

  • The intervention successfully improved the majority of students' performance to above-average levels.
  • The proportion of successful problem solvers increased significantly post-intervention.
  • The rate of unsuccessful solvers decreased notably.

Conclusions:

  • The designed intervention effectively boosts chemistry problem-solving abilities in upper-secondary students.
  • Scaffolding and formative assessment are key components for enhancing student success in complex chemistry tasks.