Developing problem solving expertise: the impact of instruction in a question analysis strategy

This article reports on the implementation and evaluation of a classroom-based research project designed to examine the impact of instruction in a question analysis strategy, on the development of novice chemistry studentsʹ problem solving expertise. The article begins with a description of the question analysis strategy, developed to facilitate high school studentsʹ acquisition of the skills associated with the analysis of information in chemistry problems, and the formation of an effective problem representation. It then discusses the implementation of the project, conducted in 18 classrooms, which examined the impact of two different forms of structured support and three practice conditions on the development of the studentsʹ problem solving skills. Quantitative and qualitative analysis, used to assess the changes in the studentsʹ problem solving performance, provide some indications that strategy instruction accompanied by strategic supports has a beneficial impact on studentsʹ problem solving performance. Implications for problem solving instruction and directions for further research are discussed.