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The Effects of Thinking Aloud Pair Problem Solving on High School Students' Chemistry Problem-Solving Performance and Verbal Interactions

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Taehee Noh

Department of Chemistry Education, Seoul National University, Seoul 151-741, Korea

Kyungmoon Jeon

Department of Science Education, Gwangju National University of Education, Gwangju 500-703, Korea

Douglas Huffman

Department of Teaching and Leadership, University of Kansas, Lawrence, KS 66045

J. Chem. Educ., 2005, 82 (10), p 1558

DOI: 10.1021/ed082p1558

Publication Date (Web): October 1, 2005

Abstract

This study investigated the effects of a thinking aloud pair problem solving (TAPPS) approach on students' chemistry problem-solving performance and verbal interactions. A total of 85 eleventh grade students from three classes in a Korean high school were randomly assigned to one of three groups; either individually using a problem-solving strategy, using a problem-solving strategy with TAPPS, or the control group. After instruction, students' problem-solving performance was examined. The results showed that students in both the individual and TAPPS groups performed better than those in the control group on recalling the related law and mathematical execution, while students in the TAPPS group performed better than those in the other groups on conceptual knowledge. To investigate the verbal behaviors using TAPPS, verbal behaviors of solvers and listeners were classified into 8 categories. Listeners' verbal behavior of "agreeing" and "pointing out", and solvers' verbal behavior of "modifying" were positively related with listeners' problem-solving performance. There was, however, a negative correlation between listeners' use of "point out" and solvers' problem-solving performance. The educational implications of this study are discussed.