Abstract
The objectives of this study were to investigate the performances of middle school students requiring conceptual understanding on chemistry laws that can be solved by algorithmic strategies and to compare the conceptual and algorithmic problem solving skills on laws of chemistry by gender difference. Stratified cluster sample was selected with 220 students from 9-grade middle school students in city, urban, and rural region. First, there was no statistically significant difference in comparison of the conceptual and algorithmic problem solving skills of whole students on laws of chemistry. However, there was statistically significant difference in only law of Charles although the achievement of conceptual problem was higher than that of algorithmic problem except law of constant composition. That is, there was no difference between conceptual and algorithmic problem solving skills in 9-grade middle school students but conceptual problem solving skills was high compared to algorithmic problem solving skills on law of Charles. For com-
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
