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

  • Authors:

  • Hsiao-Ching She;Meng-Tzu Cheng;Ta-Wei Li;Chia-Yu Wang;Hsin-Tien Chiu;Pei-Zon Lee;Wen-Chi Chou;Ming-Hua Chuang

  • Affiliations:

  • Institute of Education, National Chiao Tung University, Taiwan, ROC;Department of Biology, National Changhua University of Education, Taiwan, ROC;Department of Applied Chemistry, National Chiao Tung University, Taiwan, ROC;Institute of Education, National Chiao Tung University, Taiwan, ROC;Department of Applied Chemistry, National Chiao Tung University, Taiwan, ROC;Institute of Education, National Chiao Tung University, Taiwan, ROC;Institute of Education, National Chiao Tung University, Taiwan, ROC;Institute of Education, National Chiao Tung University, Taiwan, ROC

  • Venue:
  • Computers & Education
  • Year:
  • 2012

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Abstract

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.