1098-2736/asset/olbannerleft.jpg?v=1&s=2693ae4b4a7f0fba478ed5b44473ab6a3e39f95c)
1098-2736/asset/olbannerright.jpg?v=1&s=896a2ba4ee94f7c40454fa06142e5c25371439c0)
Article
Cognitive restructuring as an early stage in problem solving
Article first published online: 18 AUG 2006
DOI: 10.1002/tea.3660230807
Copyright © 1986 Wiley Periodicals, Inc., A Wiley Company
1098-2736/asset/cover.gif?v=1&s=fcb0bc6d9abff1a407c9828e2623a8ca38e12186 "Journal of Research in Science Teaching")
Additional Information
How to Cite
Bodner, G. M. and McMillen, T. L. B. (1986), Cognitive restructuring as an early stage in problem solving. J. Res. Sci. Teach., 23: 727–737. doi: 10.1002/tea.3660230807
Publication History
- Issue published online: 18 AUG 2006
- Article first published online: 18 AUG 2006
- Manuscript Accepted: 7 JUL 1986
- Abstract
- References
- Cited By
Abstract
This article examines the hypothesis that there are preliminary stages in problem solving which most chemists neglect when trying to teach their students how to solve problems in introductory chemistry courses. It is during these early stages that relevant information is disembedded from the question and the problem is restructured. Unless students can successfully complete these cognitive restructuring stages, they cannot proceed on to the more analytic stages in problem solving that have received more attention from chemists.
Preliminary evidence for this hypothesis consists of linear correlations between student ability to handle disembedding and cognitive restructuring tasks in the spatial domain and their ability to solve chemistry problems.