P61: Understanding how students differentiate between their conceptual understanding of chemistry topics and their problem solving abilities around those topics

Author: Teresa Mead, South Dakota State University, USA

Co-Author: Michael Dianovsky, South Dakota State University, USA

Date: 8/3/14

Time: 4:00 PM4:20 PM

Room: MAN 107

Related Symposium: S9

Researchers define metacognition as awareness of and reflection upon one’s own cognitive process, which can induce self-regulation and conscious coordination of learning tasks. This study investigates students’ metacognitive awareness around both their conceptual understanding of chemistry topics and their problem solving abilities in a general chemistry class. Students were asked to discuss what it means to conceptual understand the chemistry topics they learned throughout the course. They were also asked to rate their conceptual understanding of these topics as well as their ability to solve problems related to these concepts. These ratings occurred three times throughout the semester: after each chapter, before each hourly exam, and before the final exam. This study will present an analysis of what it means for a student to conceptually understand chemistry topics, as well as how students connect their conceptual understanding of chemistry topics to their problem solving abilities.