- Awards Season
- Big Stories
- Pop Culture
- Video Games
- Celebrities

Sudoku for Beginners: How to Improve Your Problem-Solving Skills
Are you a beginner when it comes to solving Sudoku puzzles? Do you find yourself frustrated and unsure of where to start? Fear not, as we have compiled a comprehensive guide on how to improve your problem-solving skills through Sudoku.
Understanding the Basics of Sudoku
Before we dive into the strategies and techniques, let’s first understand the basics of Sudoku. A Sudoku puzzle is a 9×9 grid that is divided into nine smaller 3×3 grids. The objective is to fill in each row, column, and smaller grid with numbers 1-9 without repeating any numbers.
Starting Strategies for Beginners
As a beginner, it can be overwhelming to look at an empty Sudoku grid. But don’t worry. There are simple starting strategies that can help you get started. First, look for any rows or columns that only have one missing number. Fill in that number and move on to the next row or column with only one missing number. Another strategy is looking for any smaller grids with only one missing number and filling in that number.
Advanced Strategies for Beginner/Intermediate Level
Once you’ve mastered the starting strategies, it’s time to move on to more advanced techniques. One technique is called “pencil marking.” This involves writing down all possible numbers in each empty square before making any moves. Then use logic and elimination techniques to cross off impossible numbers until you are left with the correct answer.
Another advanced technique is “hidden pairs.” Look for two squares within a row or column that only have two possible numbers left. If those two possible numbers exist in both squares, then those two squares must contain those specific numbers.
Benefits of Solving Sudoku Puzzles
Not only is solving Sudoku puzzles fun and challenging, but it also has many benefits for your brain health. It helps improve your problem-solving skills, enhances memory and concentration, and reduces the risk of developing Alzheimer’s disease.
In conclusion, Sudoku is a great way to improve your problem-solving skills while also providing entertainment. With these starting and advanced strategies, you’ll be able to solve even the toughest Sudoku puzzles. So grab a pencil and paper and start sharpening those brain muscles.
This text was generated using a large language model, and select text has been reviewed and moderated for purposes such as readability.
MORE FROM ASK.COM

- PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
- EDIT Edit this Article
- EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
- Browse Articles
- Learn Something New
- Quizzes Hot
- This Or That Game New
- Train Your Brain
- Explore More
- Support wikiHow
- About wikiHow
- Log in / Sign up
- Education and Communications
How to Solve a Chemistry Problem
Last Updated: October 4, 2023
This article was co-authored by Anne Schmidt . Anne Schmidt is a Chemistry Instructor in Wisconsin. Anne has been teaching high school chemistry for over 20 years and is passionate about providing accessible and educational chemistry content. She has over 9,000 subscribers to her educational chemistry YouTube channel. She has presented at the American Association of Chemistry Teachers (AATC) and was an Adjunct General Chemistry Instructor at Northeast Wisconsin Technical College. Anne was published in the Journal of Chemical Education as a Co-Author, has an article in ChemEdX, and has presented twice and was published with the AACT. Anne has a BS in Chemistry from the University of Wisconsin, Oshkosh, and an MA in Secondary Education and Teaching from Viterbo University. This article has been viewed 14,270 times.
Chemistry problems can vary in many different ways. Some questions are conceptual and others are quantitative. Each problem requires its own approach, and each has a different way to solve it correctly. What you can do is make a set of steps that can help us with any problems that you come across in the field of chemistry. Using these steps should help give you a guideline to working on any chemistry problem you encounter.
Starting the Problem

Finishing the Problem

Expert Q&A

You Might Also Like

Expert Interview

Thanks for reading our article! If you’d like to learn more about chemistry, check out our in-depth interview with Anne Schmidt .
- https://www.verywellfamily.com/teach-kids-problem-solving-skills-1095015
- https://schoolbag.info/chemistry/mcat/38.html
About This Article

- Send fan mail to authors
Reader Success Stories

Paul Njenga
Nov 29, 2021
Did this article help you?

Featured Articles

Trending Articles


Watch Articles

- Terms of Use
- Privacy Policy
- Do Not Sell or Share My Info
- Not Selling Info
Get all the best how-tos!
Sign up for wikiHow's weekly email newsletter

- Research Matters — to the Science Teacher
Problem Solving in Chemistry
One of the major difficulties in teaching introductory chemistry courses is helping students become efficient problem solvers. Most beginning chemistry students find this one of the most difficulty aspects of the introductory chemistry course. What does research tell us about problem solving in chemistry? Just why do students have such difficulty in solving chemistry problems? Are some ways of teaching students to solve problems more effective than others? Problem solving in any area is a very complex process. It involves an understanding of the language in which the problem is stated, the interpretation of what is given in the problem and what is sought, an understanding of the science concepts involved in the solution, and the ability to perform mathematical operations if these are involved in the problem. The first requirement for successful problem solving is that the problem solver understand the meaning of the problem. In order to do so there must be an understanding of the vocabulary and its usage in the problem. There are two types of words that occur in problems, ordinary words that science teachers generally assume that students know and more technical terms that require understanding of concepts specific to the discipline. Researchers have found that many students do not know the meaning of common words such as contrast, displace, diversity, factor, fundamental, incident, negligible, relevant, relative, spontaneous and valid. Slight changes in the way a problem is worded may make a difference in whether a students is able to solve it correctly. For example, when "least" is changed to "most" in a problem, the percentage getting the question correct may increase by 25%. Similar improvements occur for changing negative to positive forms, for rewording long and complex questions, and for changing from the passive to the active voice. Although teachers would like students to solve problems in whatever way they are framed they must be cognizant of the fact that these subtle changes will make a difference in students' success in solving problems. From several research studies on problem solving in chemistry, it is clear that the major reason why students are unable to solve problems is that they do not understand the concepts on which the problems are based. Studies that compare the procedures used by students who are inexperienced in solving problems with experts show that experts were able to retrieve relevant concepts more readily from their long term memory. Studies have also shown that experts concepts are linked to one another in a network. Experts spend a considerable period of time planning the strategy that will be used to solve the problem whereas novices jump right in using a formula or trying to apply an algorithm. In the past few years, science educators have been trying to determine which science concepts students understand and which they do not. Because chemistry is concerned with the nature of matter, and matter is defined as anything that has mass and volume, students must understand these concepts to be successful problem solvers in chemistry. Research studies have shown that a surprising number of high school students do not understand the meaning of mass, volume, heat, temperature and changes of state. One reason why students do not understand these concepts is because when they have been taught in the classroom, they have not been presented in a variety of contexts. Often the instruction has been verbal and formal. This will be minimally effective if students have not had the concrete experiences. Hence, misconceptions arise. Although the very word "misconception" has a negative connotation, this information is important for chemistry teachers. They are frameworks by which the students view the world around them. If a teacher understands these frameworks, then instruction can be formulated that builds on student's existing knowledge. It appears that students build conceptual frameworks as they try to make sense out of their surroundings. In addition to the fundamental properties of matter mentioned above, there are other concepts that are critical to chemical calculations. One of these is the mole concept and another is the particulate nature of matter. There is mounting evidence that many students do not understand either of these concepts sufficiently well to use them in problem solving. It appears that if chemistry problem solving skills of students are to improve, chemistry teachers will need to spend a much greater period of time on concept acquisition. One way to do this will be to present concepts in a variety of contexts, using hands-on activities.
What does this research imply about procedures that are useful for helping students become more successful at problem solving?
Chemistry problems can be solved using a variety of techniques. Many chemistry teachers and most introductory chemistry texts illustrate problem solutions using the factor-label method. It has been shown that this is not the best technique for high school students of high mathematics anxiety and low proportional reasoning ability. The use of analogies and schematic diagrams results in higher achievement on problems involving moles, stoichiometry, and molarity. The use of analogs is not profitable for certain types of problems. When problems became complex (such as in dilution problems) students are unable to solve even the analog problems. For these types of problems, using analogs in instruction would be useless unless teachers are willing to spend additional time teaching students how to solve problems using the analog. Many students are unable to match analogs with the chemistry problems even after practice in using analogs. Students need considerable practice if analogs are used in instruction. When teaching chemistry by the lecture method, concept development needed for problem solving may be enhanced by pausing for a two minute interval at about 8 to 12 minute intervals during the lecture. This provides students time to review what has been presented, fill in the gaps, and interpret the information for others, and thus learn it themselves. The use of concept maps may also help students understand concepts and to relate them to one another. Requiring students to use a worksheet with each problem may help them solve them in a more effective way. The worksheet might include a place for them to plan a problem, that is list what is given and what is sought; to describe the problem situation by writing down other concepts they retrieve from memory (the use of a picture may integrate these); to find the mathematical solution; and to appraise their results. Although the research findings are not definitive, the above approaches offer some promise that students' problem solving skills can be improved and that they can learn to solve problems in a meaningful way.
For further information about this research area, please contact:
Dr. Dorothy Gabel Education Building 3rd and Jordan Bloomington, Indiana 47405


Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
3 Chemical Problem Solving Strategies
Video Transcript
Unit Analysis and Problem Solving
Original quantity x conversion factor = equivalent quantity for example converting between length units given that 1 meter = 39.37 inches conversion factors or the same relationship, just invert as necessary to give you the units you need, calculations: using unit analysis.

The more you use the “long method” of converting units, the fewer errors you will make!
Problem Solving Examples
How many moles of oxygen atoms are there in a 10 ml volume of water, convert volume of water to moles of oxygen.

= There are 0.55 moles of oxygen atoms. Always Check Units!
Problems set, below are two documents. one is practice problems, the second is the same problems with solutions. they can be downloaded and changed to suit your needs..
Be Prepared! Everything you should know for 1st year Chemistry Copyright © by Andrew Vreugdenhil and Kelly Wright is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.
Share This Book

Chemical Education: Towards Research-based Practice pp 235–266 Cite as
Problem-Solving in Chemistry
- George M. Bodner 19 &
- J. Dudley Herron 20
1815 Accesses
16 Citations
2 Altmetric
Part of the Science & Technology Education Library book series (CTISE,volume 17)
- Science Teaching
- Conceptual Understanding
- Problem Solver
- Representational System
- Chemistry Problem
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, access via your institution .
Buying options
- Available as PDF
- Read on any device
- Instant download
- Own it forever
- Available as EPUB and PDF
- Compact, lightweight edition
- Dispatched in 3 to 5 business days
- Free shipping worldwide - see info
- Durable hardcover edition
Tax calculation will be finalised at checkout
Purchases are for personal use only
Unable to display preview. Download preview PDF.
Ashmore, A.D, Frazer, M.J. & Casey, R.J. (1979). Problem-solving and problem-solving networks in chemistry. Journal of Chemical Education , 56, 377–379.
CrossRef CAS Google Scholar
Asieba, F.O. & Egbugara, O.U. (1993). Evaluation of pupils’ chemical problem-solving skills using a problem-solving model. Journal of Chemical Education , 70, 38–39.
CrossRef Google Scholar
Bodner, G.M. & McMillen, T.L.B. (1986). Cognitive restructuring as an early Stage in problem-solving. Journal of Research in Science Teaching , 23, 727–737
Bodner, G.M. (1987). The role of algorithms in teaching problem-solving. Journal of Chemical Education , 64, 513–514
Bodner, G.M. (1991). Toward a unified theory of problem-solving: A view from chemistry.’ In Toward a unified theory of problem-solving: Views from the content domain. M.U. Smith, (Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Google Scholar
Bodner, G.M. & Pardue, H.L. (1995). Chemistry: An experimental science , (2 nd ed.) New York: Wiley.
Bodner, G.M. & Domin, D.S. (2000). Mental models: The role of representations in problem-solving in chemistry. University Chemistry Education , 4, 24–30.
Bowen, C.W. (1990). Representational systems used by graduate students while problem-solving in organic synthesis. Journal of Research in Science Teaching , 27, 351–370.
Bowen, C.W. & Bodner, G.M. (1991). Problem-solving processes used by students in organic synthesis. International Journal of Science Education , 13, 58–143
Bunce, D.M. & Heikkinen, H. (1986). The effects of an explicit problem-solving approach on mathematical chemistry achievement. Journal of Research in Science Teaching , 23, 11–20.
Bunce, D.M., Gabel, D.L. & Samuael, J.V. (1991). Enhancing chemistry problem-solving achievement using problem categorization. Journal of Research in Science Teaching , 28, 505–521.
Camacho, M., & Good R. (1989). Problem-solving and chemical equilibrium: successful versus unsuccessful performance. Journal of Research in Science Teaching , 26, 251–272.
Carter, C.S., LaRussa, M.A., Bodner, G.M. (1987). A study of two measures of spatial ability as predictors of success in different levels of general chemistry. Journal of Research in Science Teaching , 24, 645–657
Chi, M.T.H., Feltovich, P.J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science , 5, 121–152.
de Astudillo, L.R., & Niaz, M. (1996). Reasoning strategies used by students to solve stoichiometry problems and its relationship to alternative conceptions prior knowledge and cognitive variables. Journal of Science Education Technology , 5, 131–140.
Dewey, J. (1910). How to think . Boston: Heath.
Dods, R.F. (1996). A problem-based learning design for teaching biochemistry. Journal of Chemical Education , 73, 225–228.
Dods, R.F. (1997). An action research study of the effectiveness of problem based learning in promoting the acquisition and retention of knowledge. Journal of Education of the Gifted , 20:423–437.
Domin, D.S., & Bodner G. (submitted). M. Differences in the number and types of representations constructed by successful and unsuccessful problem solvers. Journal of Research in Science Teaching .
Ehrlich, E., Flexner, S.B., Carruth, G., & Hawkins, J.M. (1980). Oxford American Dictionary . Oxford: Oxford University Press.
Fasching, J.L., & Erickson, B.L. (1985). Group discussions in the chemistry classroom and the problem-solving skills of students. Journal of Chemical Education , 62, 842–848.
Frank, D.V., Baker C.A., & Herron, J.D. (1987). Should students always use algorithms to solve problems? Journal of Chemical Education , 64, 514–515
Friedel, A.W., Gabel, D.L., & Samuel, J. (1990). Using analogs for chemistry problem-solving: Does it increase understanding? School Science and Mathematics , 90, 674–682.
Gabel, D.L., & Sherwood R.D. (1983). Facilitating problem-solving in high school chemistry. Journal of Research in Science Teaching , 20, 163–177
Gabel, D.L., Sherwood, R.D., & Enochs L. (1984). Problem-solving skills of high school chemistry students. Journal of Research in Science Teaching , 21, 221–233
Gabel, D.L., & Samuel, K.V. (1986). High school students’ ability to solve molarity problems and their analog counterparts. Journal of Research in Science Teaching, 23 , 165–176
Gardner, D. & Bodner, G.M. (2001). Students’ conceptions of physical chemistry:. Studies of graduate and undergraduate students . Paper presented at the meeting of the National Association for Research in Science Teaching, St. Louis, MO.
Hanson, D. & Wolfskill, T. (2000). Process workshops-a new model for instruction. Journal of Chemical Education , 77, 120–130
Hayes, J. (1980). The complete problem solver . Philadelphia: The Franklin Institute.
Hesse, J.J. & Anderson C.W. (1992). Students’ conceptions of chemical change. Journal of Research in Science Teaching , 29, 277–299
Heyworth, R.M. (1999). Procedural and conceptual knowledge of expert and novice students for the solving of a basic problem in chemistry. International Journal of Science Education , 21, 195–211
Herron, J.D. (1996). The chemistry classroom: Formulas for successful teaching , Washington, DC: American Chemical Society.
Herron, J.D., & Greenbowe, T.J. (1986). What can we do about Sue: a case study of competence. Journal of Chemical Education , 63, 526–531.
Holtzlaw, H.F., Robinson, W.R., & Nebergall, W.H. (1984). General chemistry (7th ed.) Lexington: D.C. Heath.
Huffman, D. (1997). Effect of explicit problem-solving instruction on high school students’ PS performance and conceptual understanding of physics. Journal of Research in Science Teaching , 34, 551–570.
Johnstone, A.H., & El-Banna H. (1986). Capacities, demands and processes — a predictive model for science education. Education in Chemistry , 23, 80–84.
CAS Google Scholar
Kumar. D.D. (1993). Assessment of expert-novice chemistry problem-solving using hypercard: Early findings. Journal of Science Education Technology , 2, 481–485.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral. participation . Cambridge: Cambridge University Press.
Larkin, J., McDermott, J., Simon, D.P. & Simon, H. A. (1980). Models of competence in solving physics problems. Science , 208, 1335–1342
Larkin, J.H. & Rainard, B. (1984). A research methodology for studying how people think. Journal of Research in Science Teaching , 21, 235–254.
Lee, K.L., & Fensham, P. (1996). General strategy for solving high school electrochemistry problems. International Journal of Science Education , 18, 543–555.
Lee, K.L., Goh, N.K., Chia, L.S., & Chin, C. (1996). Cognitive variables in problem-solving in chemistry: A revisited study. Science Education , 80, 691–710.
Lesh, R., Hoover, M., Hole, B., Kelly, A. & Post, T. (2000). Principles for developing thought-revealing activities for students and teachers. In A. Kelly & R. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 591–645). Mahwah: Lawrence Erlbaum.
Lythcott, J. (1990). Problem-solving and requisite knowledge of chemistry. Journal of Chemical Education, 67 , 248–252.
Mason, D.S., Shell, D.F. & Crawley, F.E. (1997). Differences in problem-solving by nonscience majors in introductory chemistry on paired algorithmic-conceptual problems. Journal of Research in Science Teaching , 34, 905–924.
Nakhleh, M.B. (1993). Are our students conceptual thinkers or algorithmic problem solvers? Journal of Chemical Education , 70, 52–55.
Nakhleh, M.B., & Mitchell R.C. (1993). Concept learning versus problem-solving: there is a difference. Journal of Chemical Education , 70, 190–192.
Niaz, M. (1988). Manipulation of M Demand of chemistry problems and its effect on student performance: A neo-Piagetian study. Journal of Research in Science Teaching , 25, 643–657.
Niaz, M. (1989). The relationship between m-demand, algorithms, and problem-solving: A neo-Piagetian analysis. Journal of Chemical Education , 66, 422–424.
Niaz, M., Robinson W.R. (1992). Manipulation of logical structure of chemistry problems and its effect on student performance. Journal of Research in Science Teaching , 29:211–226
Niaz, M. (1995). Progressive transitions from algorithmic to conceptual understanding in student ability to solve chemistry problems: A Lakatosian interpretation. Science Education , 79, 19–36.
Niaz, M. (1995). Cognitive conflict as a teaching strategy in solving chemistry problems: A dialectic-constructivist perspective. Journal of Research in Science Teaching , 32, 959–970.
Niaz, M. (1996). How students circumvent problem-solving strategies that require greater cognitive complexity. Journal of College Science Teaching , 15, 361–63.
Noh, T., & Sharmann, L. C. (1997). Instructional influence of a molecular-level pictorial presentation of matter on students’ conceptions and problem-solving ability. Journal of Research in Science Teaching , 34, 199–217.
Nurrenbern, S.C., & Pickering, M. (1987). Conceptual learning versus problem-solving: is there a difference? Journal of Chemical Education , 64, 508–510.
Pendley, B.D., Bretz, R.L., & Novak, J.D. (1994). Concept maps as a tool to assess learning in chemistry. Journal of Chemical Education , 71, 9–15.
Pestel, B. (1993). Teaching problem-solving without modeling through ‘thinking aloud pair problem-solving’. Science Education , 77, 83–94.
Phelps, A. J. (1996). Teaching to enhance problem-solving: It’s more than the numbers. Journal of Chemical Education , 73, 301–304.
Pickering, M. (1990). Further studies on concept learning versus problem-solving. Journal of Chemical Education , 67, 254–255.
Polya, G. (1946). How to solve it: a New Aspect of mathematical method . Princeton, NJ: Princeton University Press.
Pribyl, J.R., & Bodner, G.M. (1987). Spatial ability and its role in organic chemistry: a study of four organic courses. Journal of Research in Science Teaching , 24, 229–240.
Robinson, W.R., & Niaz, M. (1991). Performance based on instruction by lecture or by interaction and its relationship to cognitive variables. International Journal of Science Education , 13, 203–215.
Ross, M. & Fulton, R. (1994). Active learning strategies in the analytical chemistry. classroom. Journal of Chemical Education , 71, 141–143.
Sawrey, B.A. (1990). Concept learning versus problem-solving: revisited. Journal of Chemical Education , 67, 253–254.
Shibley, I.A. Jr., & Zimmaro, D.M. (2002). The influence of collaborative learning on student attitude and performance in an introductory chemistry lab. Journal of Chemical Education , 79, 745–748.
Smith, C.A., Powell, S.C. & Wood, E.J. (1995). Problem based learning and problem-solving skills. Biochemical Education , 23, 149–152.
Smith, K.J. & Metz, P.A. (1996). Evaluating student understanding of solution chemistry through microscopic representations. Journal of Chemical Education , 73, 233–235.
Smith, M.U. & Good, R. (1984). Problem-solving and classical genetics: successful versus unsuccessful performance. Journal of Research in Science Teaching , 21, 895–912.
Smith, M.U. (1988). Toward a unified theory of problem-solving: a view from biology. Paper presented at the annual meeting of the American Educational Research Association in New Orleans.
Staver, J.R. & Lumpe, A.T. (1995). Two investigations of students’ understanding of the mole concept and its use in problem-solving. Journal of Research in Science Teaching , 32, 177–193.
Staver, J. & Jacks, T. (1988). The influence of cognitive reasoning level cognitive restructuring ability disembedding ability working memory capacity and prior knowledge on students performance on balancing equations by inspection. Journal of Research in Science Teaching , 25, 63–775.
Thomas, P.L., & Schwenz, R.W. (1998). College physical chemistry students’ conceptions of equilibrium and fundamental thermodynamics. Journal of Research in Science Teaching , 35, 1151–1160.
Tingle, J.B., & Good, R. Effects of cooperative grouping on stoichiometric problem-solving in high school chemistry. Journal of Research in Science Teaching , 27, 671–683.
Towns, M., & Grant, E. (1998). ‘I believe I will go out of this class actually knowing something:’ Cooperative learning activities in physical chemistry. Journal of Research in Science Teaching , 34, 819–835.
Treagust, D.F. (1988). The development and use of diagnostic instruments to evaluate students’ misconceptions in science. International Journal of Science Education , 10, 159–169.
Tsaparlis, G., Kousathana, M., & Niaz, M. (1998). Molecular-equilibrium problems: manipulation of logical structure and of m demand and their effect on student performance. Science Education , 82, 437–454.
Voska, K.W., & Heikkinen, H.W. (2000). Identification and analysis of student conceptions used to solve chemical equilibrium problems. Journal of Research in Science Teaching , 37, 160–176.
Wheatley, G. H. (1984). Problem-solving in school mathematics. MEPS Technical Report 84.01, School Mathematics and Science Center, Purdue University, West Lafayette, IN.
Whimby, A (1984). The key to higher order thinking is precise processing. Educational Leadership , 42, 66–70.
Woods, D.R. (1989a). Developing students’ problem-solving skills. Journal of College Science Teaching , 19, 108–110.
Woods, D.R. (1989b). Developing students’ problem-solving skills. Journal of College Science Teaching , 19, 176–179.
Yarroch, W.L. (1985). Students’ understanding of chemical equation balancing. Journal of Research in Science Teaching , 22, 449–459.
Download references
Author information
Authors and affiliations.
Purdue University, USA
George M. Bodner
Morehead State University, USA
J. Dudley Herron
You can also search for this author in PubMed Google Scholar
Editor information
Editors and affiliations.
The University of Reading, UK
John K. Gilbert
Utrecht University, The Netherlands
Onno De Jong
Federal University of Minas Gerias, Brazil
Rosária Justi
Curtin University of Technology, Australia
David F. Treagust
Leiden University, The Netherlands
Jan H. Van Driel
Rights and permissions
Reprints and Permissions
Copyright information
© 2002 Kluwer Academic Publishers
About this chapter
Cite this chapter.
Bodner, G.M., Herron, J.D. (2002). Problem-Solving in Chemistry. In: Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F., Van Driel, J.H. (eds) Chemical Education: Towards Research-based Practice. Science & Technology Education Library, vol 17. Springer, Dordrecht. https://doi.org/10.1007/0-306-47977-X_11
Download citation
DOI : https://doi.org/10.1007/0-306-47977-X_11
Publisher Name : Springer, Dordrecht
Print ISBN : 978-1-4020-1112-2
Online ISBN : 978-0-306-47977-9
eBook Packages : Springer Book Archive
Share this chapter
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
- Find a journal
- Publish with us

IMAGES
VIDEO
COMMENTS
The six steps of problem solving involve problem definition, problem analysis, developing possible solutions, selecting a solution, implementing the solution and evaluating the outcome. Problem solving models are used to address issues that...
Maytag washers are reliable and durable machines, but like any appliance, they can experience problems from time to time. Fortunately, many of the most common issues can be solved quickly and easily. Here’s a look at how to troubleshoot som...
Are you a beginner when it comes to solving Sudoku puzzles? Do you find yourself frustrated and unsure of where to start? Fear not, as we have compiled a comprehensive guide on how to improve your problem-solving skills through Sudoku.
Many problems in chemistry involve manipulating equations and require the use of multiple conversion steps. Such problems easy to solve as
The mercury or alcohol in a common glass thermometer changes its volume as the temperature changes. Because the volume of the liquid changes
Starting the Problem · Step 1 Read the problem completely. · Step 2 Gather your materials. · Step 3 Map out your steps.
The first requirement for successful problem solving is that the problem solver understand the meaning of the problem. In order to do so there must be an
Since Solving General Chemistry Problems is a supplement to the regular text and lab manual used in a beginning college chemistry course, it has been
In this video we apply tricks used in the previous video to identify conversion factors in a word problem and then use them to solve
Buy Solving Problems in Chemistry on Amazon.com ✓ FREE SHIPPING on qualified orders.
Buy Solving Problems in Chemistry on Amazon.com ✓ FREE SHIPPING on qualified orders.
teach chemistry (Bodner & Pardue, 1995):. CRead the problem. ... CWrite down what you hope is the relevant information. ... understand the prob
Over all method of “unit analysis”: · 1) Write the units with every number you include in a series of calculations · 2) String your calculations together as a
References. Ashmore, A.D, Frazer, M.J. & Casey, R.J. (1979). Problem-solving and problem-solving networks in chemistry. Journal of Chemical Education, 56, 377–