Work

Conceptual and Procedural Knowledge in Problem Solving

Year: 2012

Type: conference-paper

Abstract: This descriptive quantitative study aims to measure secondary year 4 students’ problem solving in chemistry. A total of 200 students from four schools in one district were chosen as respondents in this study. Data were obtained through a set of test which measured “Levels of Conceptual Knowledge and Procedural Knowledge”. The findings showed that the level of conceptual knowledge and procedural knowledge was weak. The results also indicated that there was a moderate correlation between problem solving based on conceptual and procedural knowledge. Accordingly, science teaching and learning strategies were presented to raise the level of conceptual and procedural knowledge among students.

Source: Procedia - Social and Behavioral Sciences

DOI: 10.1016/j.sbspro.2012.09.671

Authors: Johari Surif, Nor Hasniza Ibrahim, Mahani Mokhtar

Institution: University of Technology Malaysia

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funders: Ministry of Higher Education, Malaysia, Universiti Teknologi Malaysia