Validity of Problem-Solving Skills: Exploring Dynamic Reaction Figures in Acid and Base Chemical Learning

This research focuses on integrated applications of tactic problem solving skills in dynamic reaction figures for Acid and Base chemical learning. It elucidates the strategic validity for major conceptions of reaction equations with ions and charge transmissions in chemistry which often let college students’ chemical learning get misconceptions and misunderstanding. This study takes experimental samples from the experimental group and the controlling group with total number 95 tenth-grade students. It integrates both quasi-experimental approach and statistic analyses for students’ learning achievements in problem-solving skills and satisfactory questionnaire. All fundamental base of this research would be summarized in the following way: (1) Experimental group students, who had mastered strategic skills of chemical dynamic reaction figures, had superior posttests learning achievements to those of controlling group students. (2) By comparisons between posttests and pretests, students in the same experimental group had more significant and increasing learning achievements of posttests in Acid and Base chemical unit of problem-solving skills than those of their pretests. (3) As for the performances of different dispositions of chemistry, experimental group students indicated more significant learning satisfactory attitudes, learning performances and over larger effect sizes in Acid and Base chemical unit. To sum up, students get many problem-solving skills from applications of chemical dynamic reaction figures which could be available approach for the validity and performances in chemistry learning.