Characteristics of the Problem Solving Process of the Balancing Redox Equations by Senior and Science High School Students' Mental Capacity and Problem Solving Methods
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(3) (2002. 5. 21 ) †. Characteristics of the Problem Solving Process of the Balancing Redox Equations by Senior and Science High School Students' Mental Capacity and Problem Solving Methods Chung-Ho Kim † and Sang-Kwon Lee* Sungan Senior High Scool, Kyonggido 425-171, Korea Department of Chemistry Education, Korea National University of Education, Chungbuk 363-791, Korea (Received May 21, 2002) †. . !"# $% & ' () *+ ,- ./01 & ' 2 3 45# 678- 9: 0;< =>. 79? 57?- @AB 01 C7, & ' DE C7, & ' () *+ C7F G60HAI, JK LM NB JO GP LM Q LM- RS01 ./T- DU0, DU ./T# 01, !"# $V GP 7W Q 7WF ./01 XYX; ,Z- [\]^>. _` & ' DE a 5b c-d e f"- g hi0HAI, e f"- hi jd JO Qk l^>. m, & ' DE a 5b l & "X n-o :"- p g hi0H # qfr JO Qs lt XYu>. - ./ + , Q LM & ' DE a 5b l, !"# qfr 2f F vw x>. G P LM !"# $V >yt XYu>. e f"- hi GP LM f& z T{ |}, e ! )- ~ |}, JO z a w- _` 04 |}, 0 1 z2 |}H>. & "- hi GP LM & F ~ + |}, M m; o0M - 04 |}H>. : , e f", & ", JO a+ , & ' DE ABSTRACT. In this study, characteristics of the problem solving process of the balancing redox equations was analyzed by mental capacity and problem solving methods, and the pertinent teaching and learning guidance for oxidationreduction unit was suggested. Participants were 79 senior high school students and 57 science high school students. Tests were conducted to measure the mental capacity, the understanding of the oxidation-reduction concepts and the completion of the balancing redox equations. The framework was made to find the patterns of failure and success. As the analysis of the influence on the performance of mental capacity, understanding of the oxidation-reduction concepts, and problem solving methods, students who had lower understanding of oxidation-reduction concepts selected the trial and error method, and their performance were influenced by mental capacity. The students that had higher understanding of. 353.
(4) . 354. the oxidation-reduction concepts had good performance by using oxidation number method regardless of their mental capacity. As the results of analysis for the patterns, the success patterns of solving the problems, those of mostly the science high school students, were the cases of using oxidation number method well and lessening problem solving steps. The patterns of failure in solving problems by using trial and error method showed that students had mistakes in calculating, errors in making unknown equations, no consideration for all variables, or stopped solving the complicated problems. The patterns of failure in solving problems by using oxidation number method showed that many students had wrong oxidation number or no consideration for mass and charge balance. Keywords: Mental Capacity, Trial and Error Method, Oxidation Number Method, Problem Solving Process, Redox Concepts. JO a+ z 0 XB AI,
(5) : q - bn .>. Piaget w4U ] - AB Uo \O 0 ¡ JO a+# q b ¢£AB ¤U¥ ¦ § =>. Pascual-Leone \O # 0 , JO a+:b 4¨ =; (mental capacity) JOb 4¨ =; ©ª(mental demand)# $V JO a+ + b >yt XY«>. ¬, JOF a+0;< =¡ z© w4 wAB >; ®>. Niaz Lawson () fF *+0; O#¡ ¯5 w4 w qf #¡, () fF °R; ® b± ²w 7b © I, ³bd 2fb J K#¡ ¯5b l\¦> ]0H>. Niaz ; > ´ ¢ - b4; JO ©ª 4#¡ 7µ4 ³b0; JOF DU01 JO ©ª ¶ ¯5# e·; ¸¹- ./ + , JO ©ª ³bd ¯5b º »¼- ½¾AI ¶ ª JO a+ ¯5 @q ©ª ¿À lÁX c JO; e=; @q- XY¢4 ^>. m Niaz ; ©ª 6w JK ©ª 7w J K-  ÂÃ- ` ÄÅ + ¯5b ³b0; ®- [ =x;<, Æ ¯ 5b ÇV LF 3È # a¡ É4) F bÊAB¡ ©ª- º»6˶ ÌJV . /0H>. Æ QÍ8 \Ob 1-3. 4. 5. 6. Î# a¡ ¯5b Ï >%bF w4 U 2fÐAB; ±? rxÑ ®- m 0X w4 ww # a¡ ±? =>; + F 9 8>. 4Òµ4 ¢#¡ Ó¦ \O # - Ô . JO a+ # q ª B Õ DE (), ÖM Æ DE#. a¡ ¶ × Î 7 ¯5 qfF ØÙ]; H>. Ú ,Z JO w- JO 2f × 2f F 0 XÛ ÜÝ- Ì ¶ ¯5 qfF [\]; ®AB¡ Þf @ß àt XYX;4#. a¡ ªá q- ]Hx>. âÚX Ú # ¡; ã 2f#¡ JO a+# GP0 , JO Q: àt JO 2f F v;b Æ JO a+ # ä ./ eå @æ>. $V¡, #¡; & ' () *+ O F & O6 1ç 2f # $V¡ O6 0H- Ì !", â ¯5# $ V JO GP LM Q LM- [\], ã 2f#¡ GP0, GP è Q w À éwbF ./0H>. Ú ./ + F Í01 & ' # q w JO a+ 3 QAB Ó =; 3 45 !- O0H>. 7-8. 9-13.
(6) . 56# =; 3ê 79? 2ê 57?- @AB 0H>. JO a+ ./- ë01, oì @ b< 13? Journal of the Korean Chemical Society.
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(9) . #¡ b4 Mæ C75, ¬ C7(figural intersection test 752, FIT), & ' DE C7(test for the concept of oxidationreduction, TCOR) & ' () *+ C7(test. 355. - ./0¶ ëa¡ ./ T- Ð, ./ T# $V¡ Table 1# O6á b4 JK LM b< & b O64 2f b g JK L M QT2 & b O6 2f b J K LM QT3# a GP LM Q LMAB 7 WF .í0H>. þÿ # 0 , & b O 64 2f b JK LM QT1 & b O6 ¡ 2f b g JK LM QT4 # $% ¯5# Le b r xAX, QT2 QT3; øø # $% ¯5# Le F XY ¢xAB ` LM- hi0H>. âÚX !"# $V¡ JO # GP 7W Q 7W z ,Zw 7W; LM# Àq0t _ JOF ./0H, F AB z XYX; ,- Î0H>. 15. 14. . of oxidation-reduction equations balancing, TOREB). F 7 0H>. Table 1# TOREB C74 ø JK LM !"# $% 2f F XY¢x>. ./ oJb
(10) oJb# ü01 Öb JK 2f F + 0HAI, 2f F ¶ýAB 01 !"# $% JO a+ - ù ./0H>. C75# : ± ? þÿ ÎJ# G=>. . #t FIT, TCOR × TOREBF ÄÅ ö, (î + × ñ- Í01 J O a+: JKN !"- + 0H, - ./01 2f F + 0H>. JO .
(11) JO ./- Ía¡ JO # GP ]1ª; JO LM Q ]1ª; JO LM- RS01 ./ TDU0H>(Table 2). & ' () JO !"AB; e f"(trial and error method, T), & "(oxidation number method, O), no:"(ion-electron method, I) b4 !" b0>. !"# $V QT2 LM QT3 LM JO GP LM. 15. Table 1. Classification of each problem by solving method Characteristics of Problems Suggestion. Oxidation number is not given. Oxidation number is given. 2002, Vol. 46, No. 4. No. of Problem Solving Steps by Solving Method. Steps. Pattern. Problem number. Oxidation number. Ion-electron. Trial and error. simple. QT1. 1 2 3. 3 4 4. 3 4 4. 3 3 4. complex. QT2. 4 5. 3 6. 3 6. 6 7. simple. QT3. 6. 4. 5. 4. complex. QT4. 7 8. 6 5. 6 6. 7 7.
(12) . 356. Table 2. The framework for analysis of the solving process of the balancing chemical equations Solving Method Used. Classification. F*. Error in making unbalanced equation Mistake in calculating Stop the problem solving Considering only one variable No considering charge balance in equation. TF1 TF2 TF3 TF4 TF5. S**. Making simple unbalanced equation No reducing uncertain equation. TS1 TS2. F. Wrong oxidation number No considering all variables No considering mass balance No considering charge balance. OF1 OF2 OF3 OF4. S. Reducing No. of solving steps No reducing No. of solving steps. OS1 OS2. F. No considering mass or charge balance. IF1. S. Considering all variables. IS1. Trial and error. Oxidation number. Ion-electron. Pattern. *F: failure, **S: success Table 3. Distribution of the failure and success patterns of problem solving by solving method and mental capacity in QT2 pattern (Unit: %, ( ): No. of students) Mental Capacity Solving Method. Senior high school Pattern. 5 (58). 6 (54). 7 (46). F*. T-F1 T-F2 T-F3 T-F4. 24.1 (7) 27.6 (8) 20.7 (6) 0 6.9 (2). 13.3 (4) 30.0 (9) 06.7 (2) 0 6.7 (2). 4.8 (1) 19.0 (4) 14.3 (3) 0 4.8 (1). S**. T-S1 T-S2. 20.7 (6). 0 3.3 (1) 40.0 (12). 0 4.8 (1) 52.4 (11). 14.3 (1) 42.9 (3). 20.0 (3) 53.3 (8). 46.7 (7) 20.0 (3). F. O-F1 O-F2. 80.0 (4). 71.4 (5) 28.6 (2). 20.0 (2) 30.0 (3). 06.7 (1) 06.7 (1). 09.1 (1) 09.1 (1). 09.1 (3) 09.1 (3). S. O-S1. 20.0 (1). 50.0 (5). 86.7(13). 81.8 (9). 81.8 (27). 100 (3). 100 (3). 100 (1). 100 (7). Trial-error. Oxidation number. Ion-electron. Science high school. F. I-F1. S. I-S1. No response. 5 (28) 14.3 (1) 28.6 (2). 6 (30) 06.7 (1) 20.0 (3). 7 (56) 06.7 (1) 26.7 (4). 100 (1). (24). (16). (12). (3). (3). (1). Note: As two problems are involved in the pattern of QT2, the number of students is doubled *F: failure, **S: success. Q LM .F ./ T# $V¡ ./ + F Table 4# øø XY¢x>. Table 3 & b O64 QT2 LM |} w<, e f"- h0HAX & "- p g hi0H>. Æ e f"- hi |}, Qk Table 3. ]> p l^>. z c e f"AB JOF Ì G P0; ùs 79.3%B } l^AI, j d Qk l\¡ GP LM# .íá ù s c\÷>. e f"- hi ªá G P LM |}, e ! )- ~ Journal of the Korean Chemical Society.
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(14) !" #$ %&. 357. Table 4. Distribution of the failure and success patterns of problem solving by solving method and mental capacity in QT3 pattern (Unit: %, ( ): No. of students) Mental Capacity Solving Method. Senior high school Pattern. Trialerror. 5 (58). Science high school. 6 (54). 7 (46). 14.3 (1). 33.3 (1). F*. T-F1 T-F2 T-F3 T-F4. 28.6 (2). 33.3 (1). S**. T-S1 T-S2. 57.1 (4). 33.3 (1). F. O-F1 O-F2 O-F3 O-F4. 28.6 (2). 14.3 (1) 28.6 (2) 28.6 (2). 18.2 (2) 18.2 (2). S. O-S1. 71.4 (5). 28.6 (2). 54.5 (6). F. I-F1. 100 (2). S. I-S1. Oxidation number. Ion-electron. No response. 100 (1). 5 (28) 100 (1). 6 (30). 7 (56). 50.0 (1). 50.0 (1). 100 (3). 9.1 (1) 16.7 (2) 08.3 (1). 09.1 (1) 18.2 (2). 5.0 (1) 5.0 (1). 75.0 (9). 72.7 (8). 90.0 (18). 33.3 (1). (19). 100 (1). 66.7 (2). 100 (1). 100 (1). 100 (5). (12). (6). (0). (1). (0). Note: One problem is involved in the pattern of QT3 *F: failure, **S: success. |}(T-F ), f& z GP |}(T-F ), 01 F z2 |}(T-F )H>. GP LM ù 0t XY uAX T-F X T-F GP LM U 4 ^>. & "- hi |}#; Qk 81.8~86.7%B ]> } l^AI, GP |}; 5w & F ~ + |}(O-F )b 80.0%B ç.xAX 7w a w- _` 0 4 |}(O-F )b 30.0%B p XYu>. n-o: "- hi ç.x oç Q0HAI, 7w Ð Q0H>. Table 4; & b O6á QT3 LM |}w<, > % JK LM#¡]>; e f"- hi ùs xAI & "AB # Q |}b @ AB g^>. |}# ; & "- hi ¯5b l^AI, z#; 2f F v4 e f"AB Q ç.x>. 7w e f"- 7 |}# 1. 2. 3. 3. 4. 1. 2. 2002, Vol. 46, No. 4. 2f F v1¡(T-S ) 100% Qk- ]HAI ¯5b lt XY« ùs l^>. # qfr & "- hi Qk l^, ,¥ 7w Qk 90.0%B } l^AI n-o:"AB Q 5 7?x>. & "- hi01 JO # GP GP LM >´0HAI |}; M- 04 |}(O-F ), o0M- 04 |}(O-F )b ç.x>. 1. 3. 4. 5 . 5w oì 8JK(Table 1) b < 3JK 0F °
(15) 75%x, 25% 4~5JK- °Rx>. z#¡ ¯ 5b c (î z ~á GP 7WF ./0H, 5JK- ° (î z ~ á Q 7WF ./0H>. Table 5# 5w z # GP 7W 4? Q 7W 2.
(16) . 358. Table 5. The results of analyzing the patterns of failure or success in solving problems for senior high school students of mental capacity 5 Pattern of Failure. Table 6. The results of analyzing the patterns of failure or success in solving problems for senior high school students of mental capacity 7. Pattern of Success. Pattern of Failure. Pattern of Success. Student. Pattern. Student. Pattern. Student. Pattern. Student. Pattern. A B C D. T-F1 T-F3 T-F5 O-F3. E F. T-S2 O-S2. G H I J. O-F1 I-F1 O-F4 O-F3. K L M. T-S2 T-S2 O-S1. ?- 0H>. !" . A JK3 #¡ e ! )- ~ JO # GP |}B¡ ( # =; : F ~ f&01 e ! )- ~ , fF > *+ ö#5 M- w04 \¡ JO # GP0H>. QT2LM JK5 JO & "X n-o:"AB 62f, e f"AB 72 fF Á 0;<, B e ! )- A X b ¿À 01 z20ÁX f& T # GP0H>. JOF e f"AB GP _ |}b w x>. C JK7 #¡ e f"7 01 JOF a+0 AB¡ o0 eF o a04 a¡ M)- Tt }, o0M# q )- }4 \¡ JO # GP 7W>. D JK2 # ¡ & "- 01 JOF a+0 AB, & ³bá & º»á & - ° >; DE- ~ a0 0 HAX 4 2f#¡ & ¼ r; n DF 04 \¡, ¬ M DE r¡ JO # GP0H>. #$ . QT2 LM JK4; & "X n-o:"AB 32f, e f"AB 62 f ð© JKAB F & "- 01 # Q0H>. & F ~ + 0 ³bá & º»á & b Æ5d >; DE- ~ a0 =x>. 5w z#¡ & "- 01 JO # Q ¯5; l^AI, e f "- 7 |}#5 o0M- 01 e ! )- JO # Q0H>. E . JK4 #¡ e f"- 7 0 ¡ 2f ; v4 ^4Ð e ! )- ~ ¡ JOF a+0HAI, >% JK#¡5 o0 M M- e ! )- ~ J O a+- ~ 0H>. 7 . 7 ¡ 2~3JK- ° oì AB 49.1%xAI, Table 6# 7w z # GP 7W 4? Q 7W 3?- 0H>. % !" . G JK8 - \# 60H>. JK8 QT4 LM JO, & " X e f"AB øø 52f, 62f, e f "AB 72f ð©0>. G e f"AB JOF a+0 0HAX & DE r¡ GP 7W>. JO : JK 8> Cr + O + H O a Cr O + b H O + c H d Cr + e O + f H O e f"- 7 0¶ ëa¡ M- 01 e ! )- >. Cr: 2 a = 4 d O: 5 a = 2 e + f H: 2 b + 2 c = 2 f ë )- àt ;4F ./01 ] , )#¡ 4dF L; Cr #¡ 3 + 1- 01 )- }, )#¡ 5 a O : 7D#¡ -2 n =A B 7 - 2F a¡ 5B 0H>. )#¡ 2 c; H #¡ 1 + 1- a¡ o0M- ° R 0HAX, e ! ) :ìF T¡ JO # GP0H>. <G. Cr2O72− + H2O2 + H+ 2−. 2. 7. 3+. 2. +. 2. 2. 3+. 2. 2. 2. +3. +. Journal of the Korean Chemical Society.
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(18) !" #$ %&. #¡ Æ, o0M DE M =4 , & eF o >yt a0 1 GP0H>. H JK1 #¡ & F ~ + 0 n-o:"- ~ a01 JO a+# GP0H>. I JK6 #¡ ( o0M- °R4 \ GP 7W H, J JK6 #¡ ( o0 ; 0HAX M- 04 \¡ # GP0H>. #$ . 7w z ¯5b l K, L, M - ./0 , K JK7 #¡ e f"- 7 0HAX, M o0M- ~ 01 QAB JOF a+0H>. & b O6á >% JK5 Æ !"AB a+01 ¯5b lt XY« |} >. L JK5 #¡ & b O6 4 2f b b g JK- 1Ú D e ! )- 2fAB ~ ¡ JO # Q 7WH>. M JK4 #¡ & "- 01 JO 2f F þ vÞABú Q 7W>. GP 7W Q 7 WF ./ + , lA ¡5 ¯5b c & F ~ + 0 () - ~ |}, M DE o0M DE r; |}, & DE r; |}H>. c |}#; e f"- 7 0 H- Ì, ! )- ¿À 0t }ÁX, fF ~ + 01 GP0; |}b g^>. m, o0 DE- ~ [ =¡ & F ~ + 0ÁX & F ~ |} M- 04 |}H>. c z# ¡ JO # Q M o0 M- ~ |} & "- ~ |}H , e f"- 7 o0M# qô á e ! )- ~ } 1ç# $V¡ ¯ 5b V÷>. oAB l c # ùa¡ e f"- 01 2f b g JO # Q g^AI, ; 2f b g JK L M ¯5; # $V ¸¹- ^>; . / ·0H>. JO # ¸¹ 2002, Vol. 46, No. 4. 359. Table 7. The results of analyzing the patterns of failure or success in solving problems for science high school students of mental capacity 5 Pattern of Failure. Pattern of Success. Student. Pattern. Student. Pattern. N. O-F3. O P Q. O-S1 T-S2 I-S1. - ª; m >% ©wAB; & ' qô DE ¬, M, o0M, & DEV; ®- [ =x>. 5 . 5w 75%(6JK) @ ¯ 5F ]w
(19) 60%xAI, ¯5b c ¯5b l - @AB 01 - ./01 # GP 7W 1? Q 7W 3?- Table 7# O60H>. !" . QT2 LM# !0; JK5 # ¡, & "- ~ a0 =; N & F + 0 ³bá & º»á & - Æt >; ®- ~ 0HAX 4 2f# ¡ M- 04 0 GP 7W>. â ÚB & ' ()- *+ ö#; M o0M ~ °;4F w0; ð©0 I 3 #¡ õ.0t > ø á>. c z#¡ JO # GP M- 04 ÁX, & 6 a w- _` 04 x>. #$ . JK4; QT2 LMAB & "X n-o:"AB 32f, e f"AB 62 f ð© JOw<, O & "- 01 2f F v1¡ Q 7W >. JOF a+ Ì 1Ú 2f 2fF 6# 01 JOF a+0; ®- [ =x>. 2f b g >% JK5 Æ !"AB a +0H>. P JK4 #¡ e f" - 01 _ JK- ° AB¡ 2f F þ vÞAB¡ # Q |}H>. 5w z#¡ & "- 01 2f F v1¡ # Q0; |}b g^>..
(20) . 360. Table 8. The results of analyzing the patterns of failure or success in solving problems for science high school students of mental capacity 7 Pattern of Failure. Pattern of Success. Student. Pattern. Student. Pattern. R S. O-F3 O-F2. T U V W. T-S1 T-S2 O-S1 I-S1. & " n-o:"- 0; ® & ' q ô DE- 0t a0 =- Ì b0B & ' qô DE 3 z©0t > øá>. 7 . 7w z#¡ 2~3 JK 5 ° - @AB 01 GP LM ./0H>. 7w z#¡
(21) 80% 5b 75% @ JK # Q0H;<, z#¡ JKoç ° Q 7WF ./0H >. Table 8# # GP 7W 2? Q 7W 4?- 0H>. !" . JK2; QT1 LMAB & " n-o:"AB 42f, ¥ e f"AB 32fB p Â2a4; JO>. R M- 04 \¡ GP 7W>. JO - 60 , JO : JK2> MnO + HCl MnCl + Cl + H O & "AB a+0¶ ëa¡ & F "# + >. MnO + HCl MnCl + Cl + H O <R. 2. 2. 2. +4. 2. -1. ³b & º» & - Æ5d >.. +2. 2. 2. 2. 2. MnO2 + 2 HCl → MnCl2 + Cl2 + H2O. & M- °R¶ ëa¡ HCl f # 2$F aª « ö# & b ¼r; Cl M- °R4 \ # GP0H>. & DE- a0 ³bá & º»á & á - Æt 0; 2fµ4; ~ 0HAX, 4 2f#¡ & ¼ r ; Cl - 04 \¡, ¬ M- 04 \¡ GP0H, >% JK#¡5 Æ 2f#¡ GP0H>. S JK3 # ¡ M o0M- o 04 \¡ JO # GP |}H>. #$ . T JK5 JO - \ # 60H>. JK5; QT2 LM# !0I & " X n-o:"AB 62f, e f"AB 72fB p a4; JO>. âÚX e f"A B 2f F v1¡ # Q 7W>. −. −. <T. JO : JK5> . MnSO4 + PbO2 + HNO3. HMnO4 + PbSO4 + Pb(NO3)2 + H2O. ( MnSO4 fF 1B %, >% » :2 DF + >.. 0. ³b & º» & F + >. O. : DF Æ5d 01 )- >.. 4 + 2 m + 6(m-1) = 4 + 4 + 6(m-1) + 1 2m= 5. & m = 5/2. MnSO4 + 5/2 PbO2 + 3 HNO3. . HMnO4 + PbSO4 + 3/2 Pb(NO3)2 + H2O. () ´ # 2F 'aª ()- * Journal of the Korean Chemical Society.
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(23) !" #$ %&. +>. 2 MnSO4 + 5 PbO2 + 6 HNO3. . 2 HMnO 4 + 2 PbSO4 + 3 Pb(NO3)2 + 2 H2O. - ]; Æ, e fF þ AB v1¡ 2f F vÞABú # Q0H, >% JK#¡5 !)AB JOF a+0H>. Æ JK5F V & "- 01 2f F þ v É4) á o(- 0 1 JO # Q0H>. \# JO 60H>. <V JO : JK5>. 2 MnSO4 + 5 PbO2 + 6 HNO3. . 2 HMnO 4 + 2 PbSO4 + 3 Pb(NO3)2 + 2 H2O. JK5F U T )b4B e fF þ v1¡ 2f F vÞABú JO # Q0H>. W JK7- n o:"- 0 1 JOF a+0H>. l & "- 01 Q g^, É4) á o(- 7 01 JK LM 5 2f F þ v 1¡ Q0; g^>. m e f" 7 6 JO 2f F v Ì; b± ²w 7 F ¤ 0; ®- [ =x>. - q* + , & "- 7 0ÁX e f F v1¡ e ! ) DF vw JO # »©; 6Â & "- ~ a e ! )- g JO # »© ; 6Â]> +, p -^AI, ¯55 l ®A B XYu>.. #¡; !"# $V & ' () *+ J O#¡ JO a+ ,- ./0¶ ë01, 2002, Vol. 46, No. 4. 361. JK LMNB JO GP LM Q LM- RS01 ./T- DU0, DU ./T# 01, !"# $% JO a+ - ./01 XYX; ,Z- [\]^>. _` & ' DE a 5b c-d e f"- g hi0HA I, e f"- hi jd JO ¯5b l^>. m, & ' DE a 5b l & "X n-o:"p g hi0H # qfr JO ¯5b lt XYu>. !"# $% GP 7W Q 7W ./+ , c e f"- 7 0H- Ì, e ! )- ¿À 0t }ÁX, fF ~ + 01 GP0; |}b g^>. lA ¡ ¯5b c & DE- ¥ a04 01 & F ~ + |}, M DE o0M DE r ; |}b ç.x>. l c # ùa¡ e f"7 015 2f b g JO # Q g^>. !"# $% ./ + , c z#¡ JO # G P M- 04 ÁX, & 6 a w- _` 04 x>. cA ¡5 & "- 01 JO 2f F vw Q |}b g ^>. l ç. & " 01 Q g^, É4) á o( - 7 01 JK LM 2f F þ. v1¡ Q0; g^>. m e f" 7 6 JO 2f F v Ì; b± ²w 7F ¤ 0; ®- [ =x>. b & ' () *+ qôá 3# ª ; 678 >. Æ>. /0, #t & # DE- ¥ a 6Ë, & ' ()- *+ Ì M o 0M- Ó 0; LF a61 ð©b =>. 20, 3: w JO w- >´ L M & ' () JOF >% !"AB ]5d 363ABú É4) o( 7 .
(24) . 362. b05d 0; ® ð©0>. 40, () *+ ´ 3#¡ 7 ; ùWw 7, b± ² 7, & ¼´# p5 q- ¶61 >.. 1. Pascual-Leone, J. Acta Psychologica 1970, 32, 301. 2. Pascual-Leone, J. International Journal of Psychology 1987, 22, 531. 3. Pascual-Leone, J.; Baillargeon, R. International Journal of Behavioral Development 1994, 17, 161. 4. Niaz, M.; Lawson, A. E. Journal of Research in Science Teaching 1985, 22, 41. 5. Niaz, M. Journal of Chemical Education 1987, 64, 502. 6. Niaz, M. International Journal of Science Education 1989, 11, 93. 7. Niaz, M. Journal of Research in Science Teaching 1991, 28, 569. 8. Niaz, M. International Journal of Science Education 1995, 17, 343.. 9. Choi, B. S.; Kim, K. H. Chemical Education 1996, 23, 18. 10. Kim, K. C. Determination of Valid Mental Demand of Stoichiometric Problems in Chemical Reactions. M. Ed. Thesis, Korea National University of Education, 1996. 11. Choi, B. S.; Yeo, W. K. Chemical Education 1997, 24, 57. 12. Ko, Y. W. The Influence on Students' Chemistry Problems Solving of Mental Demand and Logical Structure of the Problems. M. Ed. Thesis, Korea National University of Education, 1996. 13. Shin, C. S. The Influence of Mental Demand of the Problem and Students' Cognitive Factors on Solving Chemical Equilibrium Problems. M. Ed. Thesis, Korea National University of Education, 1996. 14. Pascual-Leone, J.; Ijaz, H. In Assessment and Placement of Minority Students; Samuda, R. J.; Kong, S. L.; Cummins, J.; Pascual-Leone, J.; Lewis, J., Eds.; Intercultural Social Science Publications: Toronto, Canada, 1989; pp 143-171. 15. Choi, B. S.; Kim, C. H.; Lee, S. K. Journal of the Korean Chemical Society 2002, in press.. Journal of the Korean Chemical Society.
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Children's experience of life sdtress: The role of family social support and social problem-solving skills as protective factors.. “Social competence: An
Purpose: The present study was conducted to understand nursing students’ self-esteem, problem-solving ability, professionalism, and career identity, and to
The findings showed that the environment education program using the developed Arduino was effective in enhancing environmental literacy and creative
