Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 2, Article 4 (Dec., 2007) Joan Josep SOLAZ-PORTOLÉS & Vicent Sanjosé LOPEZ Representations in problem solving in science: Directions for practice Contents Next

Representations in problem solving in science: Directions for practice

Joan Josep SOLAZ-PORTOLÉS¹ and Vicent Sanjosé LOPEZ²

1. IES 46180 Benaguasil / Open University of Spain (UNED) in València

2. ERI-Polibienestar, Universitat de València. SPAIN

Email:jjsolaz@valencia.uned.es ,  vicente.sanjose@uv.es

Received 1 Nov., 2007
Revised 24 Dec., 2007

Contents

• Abstract
• Introduction
• Internal representations constructed during problem solving: mental models
• Mental models, problem solving, and cognitive variables: Directions for practice
• External representations to facilitate problem solving
• Conclusions
• Acknowledgement
• References

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Abstract

In this paper we focus on some of the findings of the science education research community in the area of representations and problem solving. Problem solving depends on the construction and manipulation of mental models (internal representations) in the mind. A large knowledge base (declarative, procedural, strategic, situational, and schematic knowledge), working memory capacity, and metacognitive skills play an important role in the construction and manipulation of mental models, and therefore in problem solving. In this point, applications of research for classroom practice is considered. Finally, external representations are discussed. Using multiple representations when solving problems is beneficial for students, representational formats of problems affect student performance, and the utilization of representational learning strategies can lead to substantial improvements in problem solving.

Keywords: problem solving, representations, mental models, knowledge base, working memory, metacognitive skills.