Experts and novices completed an interview task where they evaluated a student’s solution to a mechanics problem. Instructors were more likely to make specific criticisms, where the students spoke more in generalities. Additional evidence indicates that novice problem solving knowledge consists of both conscious and tacit pieces.
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Keywords:learning process,Higher Education,NSDL,Active Learning,Education Foundations,PERC 2001,Undergraduate (Lower Division),Learning Theory,Problem Solving,Education Practices,problem solving,High School,NSDL_SetSpec_439869,mechanics comprehension,Vocational/Professional Development Education,oai:nsdl.org:2200/20061213013422983T,Education,Physics,expert-novice,Graduate/Professional
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