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Students’ concept-building approaches (abstraction vs. exemplar), identified a priori with a cognitive-psychology laboratory task, have been extended to learning complex topics in general chemistry. Here, the effect concept-building approaches have on the problem-solving behaviors of average-achieving students was probed via think-aloud interviews.

cbe life sciences education

Using Students’ Concept-building Tendencies to Better Characterize Average-Performing Student Learning and Problem-Solving Approaches in General Chemistry