algorithmic problems are useful for providing shortcuts for exercises. However, the
disadvantage of them is that they hinder understanding when students face a real problem. Other researchers such as
Nurrenbern and Pickering (1987) also claim that the use of algorithmic problems discourages the growth of
conceptual understanding among students. Frank et al. (1987) added that if the initial response from the student is to
choose which algorithms to use, it signifies that the student does not solve the problem at all. The students are
supposed to be equipped with strong conceptual understanding of chemistry, to prepare them to minimise
rote
learning (memorising).This type of problem does not really test
the student’s problem solving ability but focuses on their ability to apply knowledge in a regular way. According to
Frank et al. (1987), algorithmic problems are useful for providing shortcuts for exercises. However, the
disadvantage of them is that they hinder understanding when students face a real problem. Other researchers such as
Nurrenbern and Pickering (1987) also claim that the use of algorithmic problems discourages the growth of
conceptual understanding among students. Frank et al. (1987) added that if the initial response from the student is to
choose which algorithms to use, it signifies that the student does not solve the problem at all. The students are
supposed to be equipped with strong conceptual understanding of chemistry, to prepare them to minimise
rote
learning (memorising).