TACTIC FULFILLMENTS OF THREE CORRELATIONS FOR PROBLEM-SOLVING MAPS AND ANIMATED PRESENTATIONS TO ASSESS STUDENTS’ STOICHIOMETRY PERFORMANCES

An elaborated constituent of three correlations is designed to integrate problem-solving skills into tactic fulfillments of learning assessments. Tactic fulfillments of three correlations, illustrated in students’ mental thinking of algorithmic (ALG), lower-order cognitive skills (LOCS), and higher-order cognitive skills (HOCS) could contribute much to essential learning objectives for college students’ problem-solving implements (Cracolice, Deming & Ehlert, 2008). The importance of the three correlations, an explicative mental mode from the basic algorithmic proficiency developed into in more promoting thinking and elaborated critical learning, is evident in constructing students’ performances of problem-solving maps and animated presentations. As scholars’ implementation of problem-solving developments will provide students with independent thinking and effective chemistry learning performances, it is critical to assess their competences for cognitive creativity and learning potentialities (Barak, 2012; Lazakidou & Retalis, 2010; Zoller, Dori & Lubezky, 2002). To develop algorithmic learning and cognitive skills for problem-solving fulfillments is urgently critical (Cooper, et al., 2008; Selvaratnam & Canagaratna, 2008) as exemplified in the following introductory developments for participants to assess their role in the tactic-based approach of the three correlations. Up to now, many stoichiometry problems have still remained a dynamic challenge for academic studies and college students’ learning performances (Sanger, 2005; Tang, Kirk & Pienta, 2014). Because students’ confrontations with problem-solving often result in achieving the algorithmic understanding of chemistry more readily than the conceptual proficiency of chemistry, their acquirement of problem-solving skills would narrow the gap between interactive processes and learning objectives (Fischer et al., 2014; Nakhleh, Lowrey & Mitchell, 1996; Sanger, 2005). Instructors King-Dow Su Hungkuo Delin University of Technology, & Chung Yuan Christian University, Taiwan Abstract. This research focuses on students’ tactic assessments of 3 correlations with illustrated 2-step strategic map and animated presentations in stoichiometry. The participants were divided into 2 learning groups: the experimental and the control group by quasi-experimental approach. Most of all, experimental group participants have been contingent on critical performances of thinking capabilities in accordance with tactic fulfillments of 3 correlations helpfully. In contrast with statistic findings of post-tests, experimental group participants get more formulated goals of individual learning in answering 5 algorithmic and conceptual pairs of achievement test items than those of control group participants. Students’ shift of reasoning from model-based to casebased requires them to explore an effective mental cognition and responses for fullfledged performances of problem-solving skills. After tactic fulfillments for 3 study objectives of visualized developments, experimental group participants have upgraded a distinct learning accumulation and project-based feedback at their best learning performances.