By taking part in all kinds of   chemistry learning and problem solving activities, students have accumulated abundant factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge, and those knowledge will have an effect on problem solving in chemistry. During the procedure of problem solving, students were limited by the immediate memory span, and as a result, perceptual system selectively recognizes information in a problem situation. What’s more, differences in recognition of problem solving were depended on students’ type and degree of knowledge, which vary from students to students because of different learning level, and at the same time, offer a new perspective for the study on problem solving.

Xiaohong Wu. Research on the Relationship between Knowledge Types of High School and Problem Solving. The Frontiers of Society, Science and Technology (2020) Vol. 2 Issue 8: 54-58. https://doi.org/10.25236/FSST.2020.020812.

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