1992
DOI: 10.1111/j.2044-8295.1992.tb02449.x
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New light on novice—expert differences in physics problem solving

Abstract: It is now widely accepted that intelligentproblem solving requires access to a source of domain-specific knowledge, and the existence of a control system to constrain the manner in which domain knowledge is searched. An example of a domain which has been intensively investigated is problem solving in physics. A number of researchers have proposed mutually incompatible theories to explain the search control strategies used in this area. This paper looks at backward inference, schemaguided forward inference, and… Show more

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Cited by 76 publications
(35 citation statements)
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“…And because of that, then we can figure out what change in kinetic energy is at any point.'' Based on these connections, all SG students then used a ''forward'' strategy [28] to solve the problem, working top-down from the known variables to the unknowns [29].…”
Section: B Resultsmentioning
confidence: 99%
“…And because of that, then we can figure out what change in kinetic energy is at any point.'' Based on these connections, all SG students then used a ''forward'' strategy [28] to solve the problem, working top-down from the known variables to the unknowns [29].…”
Section: B Resultsmentioning
confidence: 99%
“…In the three well-defined questions, the choice of how to solve them was often almost automatic, occurring so quickly that no other options were explicitly considered. This is typical of using schema-guided forward inference models (Priest & Lindsay, 1992;Sherin, 2001). Often the participants explained how they were going to solve the questions as they were doing so.…”
Section: Discussionmentioning
confidence: 99%
“…The solution processes were nonautomatic, proceeding in nonlinear manners. Clearly, the participants did not have schema-guided forward inference models to direct them (Priest & Lindsay, 1992;Sherin, 2001) in dealing with Question 4. This greater difficult does not originate in the multiple parts to this problem, as all the participants succeeded in dividing the problem into its subproblems.…”
Section: Discussionmentioning
confidence: 99%
“…18 This gap between expert and novice problem solvers has been well studied with an emphasis on classifying the differences between students and experts in an effort to discover how students can become more expertlike in their approach to problem solving. [19][20][21][22] However, introductory physics students will rarely achieve this higher-level problem solving expertise during their first year in college, nor are they necessarily expected to. What is expected is that they begin to learn to develop a coherent knowledge structure, which they can then learn to access and "activate" appropriately in order to solve problems.…”
Section: Introductionmentioning
confidence: 99%