The impact of problem situations in chemistry teaching on students’ cause–effect reasoning

Abstract

This paper examines how the systematic use of problem situations in chemistry lessons influences students’ cause–effect reasoning. Problem situations are designed as cognitively challenging contexts that require learners to explain chemical phenomena, justify relationships between variables, and predict outcomes based on evidence. The study focuses on how such tasks support deeper conceptual understanding, reduce rote memorization, and strengthen students’ ability to build coherent explanations. The article proposes a classroom-based framework for designing problem situations and evaluating changes in students’ reasoning quality through structured prompts and formative assessment criteria. Developing cause–effect reasoning is a core goal of contemporary science education, yet many chemistry classrooms still emphasize algorithmic problem solving and factual recall. As a result, students often know formulas and procedures but struggle to explain why a reaction occurs, how conditions affect equilibrium, or what mechanisms connect observations to theory. Problem situations address this gap by creating meaningful intellectual tension and requiring learners to link evidence, concepts, and conclusions. Therefore, investigating their impact is timely for improving conceptual learning outcomes, supporting competency-based curricula, and strengthening scientific literacy in secondary chemistry education [1].