Web-based undergraduate chemistry problem-solving: The interplay of task performance, domain knowledge and web-searching strategies

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• 作者：Hsiao-Ching She^a ; ^{hcshe@mail.nctu.edu.tw} ; Meng-Tzu Cheng^c ; Ta-Wei Li^b ; Chia-Yu Wang^a ; Hsin-Tien Chiu^b ; Pei-Zon Lee^a ; Wen-Chi Chou^a ; Ming-Hua Chuang^a
• 关键词：Applications in subject areas ; Post-secondary education ; Teaching/learning strategies
• 刊名：Computers and Education
• 出版年：2012
• 期刊代码：34_03601315
• 类别：cp
• 出版时间：September, 2012
• 卷：59
• 期：2
• 页码：750-761
• 文件大小：925 K

摘要

This study investigates the effect of Web-based Chemistry Problem-Solving, with the attributes of Web-searching and problem-solving scaffolds, on undergraduate students' problem-solving task performance. In addition, the nature and extent of Web-searching strategies students used and its correlation with task performance and domain knowledge also were examined. We recruited a total of 183 undergraduate students, all of whom are taking the freshman chemistry course, to participate in the study to solve three chemistry tasks across a semester. Mandated screen-capture software captured participants' on-screen Web-searching processes were recorded every five seconds. Results demonstrated that students' problem-solving performance was significantly improved from task 1 to 3, and students with more domain knowledge outperformed students with less domain knowledge. Students with higher problem-solving performance employed more existing knowledge and metacognitive Web-searching strategies; and students with lower problem-solving performance employed more cognitive Web-searching strategies. In addition, students' problem-solving performance was correlated with their domain knowledge, use of existing knowledge, and metacognitive Web-searching strategies. Moreover, students' use of existing knowledge was the major factor for predicting their problem-solving performance according to the regression model.