Development of procedure for the assessment of cognitive complexity of stoichiometric tasks

Authors

  • Saša Horvat University of Novi Sad Faculty of Sciences Department of Chemistry, Biochemistry and Environmental Protection, Novi Sad
  • Mirjana D. Segedinac University of Novi Sad Faculty of Sciences Department of Chemistry, Biochemistry and Environmental Protection, Novi Sad
  • Dušica D. Milenković University of Novi Sad Faculty of Sciences Department of Chemistry, Biochemistry and Environmental Protection, Novi Sad
  • Tamara N. Hrin University of Novi Sad Faculty of Sciences Department of Chemistry, Biochemistry and Environmental Protection, Novi Sad

DOI:

https://doi.org/10.20450/mjcce.2016.893

Keywords:

Mental effort, Performance, Problem-solving, Stoichiometry

Abstract

The aim of this study was the creation of a procedure for determining the cognitive complexity of stoichiometric tasks and its validation. The created procedure included an assessment of the difficulty of concepts and skills, and an assessment of the concepts’ interactivity. There were 82 students who participated in the study, with an educational profile of a pharmaceutical technician. As a research instrument for assessing performance, test of knowledge was used. Each task in the test was followed by a seven-point Likert scale for the evaluation of invested mental effort. The validity of this instrument for the assessment of cognitive complexity was confirmed by a series of linear regression analysis where extremely high values of correlation coefficients are obtained among the examined variables: student’s performance and invested mental effort (dependent variables) and cognitive complexity (independent variable).

 

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Published

2016-11-10

How to Cite

Horvat, S., Segedinac, M. D., Milenković, D. D., & Hrin, T. N. (2016). Development of procedure for the assessment of cognitive complexity of stoichiometric tasks. Macedonian Journal of Chemistry and Chemical Engineering, 35(2), 275–284. https://doi.org/10.20450/mjcce.2016.893

Issue

Vol. 35 No. 2 (2016)

Section

Education

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