‘It just feels like it's gonna be so very long?’ Exploring the resources used by university students in noticing, navigating, and resolving issues during math-intensive problem solving in chemistry

Abstract

Problem solving is a complex endeavour that requires students to understand concepts and procedures, as well as knowing when and how to apply them effectively. This study is part of a broader research project examining how university students engage with math-intensive problem solving in chemistry. Here, we focus specifically on the cognitive resources students use to notice, navigate, and resolve potential obstacles. We observed student pairs as they worked collaboratively on a task in chemical kinetics that involved deriving a rate law for a multi-step reaction. Through qualitative analysis of their discussions, we identified three categories of resources: implicit models, episodic memories, and standard procedures. Our findings suggest that implicit models and episodic memories play a key role in helping students navigate uncertainty by shaping their expectations, pointing to a connection between these resources and situational knowledge—a type of knowledge that is critical in enhancing students’ strategic flexibility and refining their intuitions. Overall, this work aims to provide insight into the role of intuitive reasoning in problem solving, emphasising the importance of integrating conceptual, procedural, and situational knowledge. It also opens up opportunities to help students foster expert-like problem-solving skills through directed learning activities that actively engage them in using and reflecting on these knowledge types and how these connect to their own intuitions.