Conceptual and Procedural Knowledge in Problem Solving

AbstractThis descriptive quantitative study aims to measure secondary year 4 students’ problem solving in chemistry. A total of 200 students from four schools in one district were chosen as respondents in this study. Data were obtained through a set of test which measured “Levels of Conceptual Knowledge and Procedural Knowledge”. The findings showed that the level of conceptual knowledge and procedural knowledge was weak. The results also indicated that there was a moderate correlation between problem solving based on conceptual and procedural knowledge. Accordingly, science teaching and learning strategies were presented to raise the level of conceptual and procedural knowledge among students