1990
DOI: 10.1207/s15516709cog1404_4
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Modeling Novice‐to‐Expert Shifts in Problem‐Solving Strategy and Knowledge Organization

Abstract: This research presents a computer model called EUREKA that begins with novice‐like strategies and knowledge organizations for solving physics word problems and acquires features of knowledge organizations and basic approaches that characterize experts in this domain. EUREKA learns a highly interrelated network of problem‐type schemas with associated solution methodologies. Initially, superficial features of the problem statement form the basis for both the problem‐type schemas and the discriminating features t… Show more

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Cited by 75 publications
(26 citation statements)
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References 22 publications
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“…They can treat design challenges much as they would well-defined, end-of-chapter textbook problems (Rowland, 1992, p. 74;Atman & Bursic, 1996, p. 249) with clearly articulated initial states, identifiable collections of known variables, and set procedures for generating solutions that can be evaluated unambiguously ( Jonassen, 1997, p. 68). Studies involving other problem-solving domains report that novices tend to oversimplify the problems they face and begin their work by suggesting solutions almost immediately (Elio & Scharf, 1990).…”
Section: Matrix Pattern a Problem Solving Vs Problem Framingmentioning
confidence: 99%
“…They can treat design challenges much as they would well-defined, end-of-chapter textbook problems (Rowland, 1992, p. 74;Atman & Bursic, 1996, p. 249) with clearly articulated initial states, identifiable collections of known variables, and set procedures for generating solutions that can be evaluated unambiguously ( Jonassen, 1997, p. 68). Studies involving other problem-solving domains report that novices tend to oversimplify the problems they face and begin their work by suggesting solutions almost immediately (Elio & Scharf, 1990).…”
Section: Matrix Pattern a Problem Solving Vs Problem Framingmentioning
confidence: 99%
“…Thus, in the domain of physics problem solving, the process of moving toward expertise involves the integration of students' conceptual knowledge with their problemsolving framework [29]. The organization of one's knowledge affects one's problem-solving process and vice versa.…”
Section: Background a Research On Expert And Novice Problem Solvingmentioning
confidence: 99%
“…The process of moving toward expertise involves development in both these areas [35]. The organization of one's knowledge affects one's problem-solving process and vice versa.…”
Section: A Pedagogical Designmentioning
confidence: 99%