Algorithms are useful for solving usual
questions or exercises, as well as for providing a pack of rules mainly for calculating a specific answer and solution
to an objective (Bordner, 1987). However, Haláková & Proksa (2007) explain that a conceptual problem can present
a chemical situation that the students have not learnt. Such questions ask the students to give reasons for a choice, to
guess what happens next, to clarify why and how something happens, to connect two or more areas or topics, to
identify questions phrased in a novel way, and to extract useful data from an excess of information. Open ended
problems, however, may have a variety of solutions, which allows the students to see the broadness of the available
methods for solving such problems (Reid & Yang, 2002). Thus, teachers and schools need to offer many
opportunities for students to learn about such a variety of problems and learn how to use science to solve real-world
problems.
Algorithms are useful for solving usual
questions or exercises, as well as for providing a pack of rules mainly for calculating a specific answer and solution
to an objective (Bordner, 1987). However, Haláková & Proksa (2007) explain that a conceptual problem can present
a chemical situation that the students have not learnt. Such questions ask the students to give reasons for a choice, to
guess what happens next, to clarify why and how something happens, to connect two or more areas or topics, to
identify questions phrased in a novel way, and to extract useful data from an excess of information. Open ended
problems, however, may have a variety of solutions, which allows the students to see the broadness of the available
methods for solving such problems (Reid & Yang, 2002). Thus, teachers and schools need to offer many
opportunities for students to learn about such a variety of problems and learn how to use science to solve real-world
problems.
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