Type:

Other

Description:

This study investigates the how experts and novices' representation of physics problems relates to the organization of physics knowledge. Results show that experts initially abstract physics principles to approach and solve a problem representation, whereas novices base their representation and approaches on the problem's literal features.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Cognition,oai:nsdl.org:2200/20061003063147834T,NSDL,expert,cognition,novice,problems,Problem Solving,Undergraduate (Lower Division),Higher Education,categorization,NSDL_SetSpec_439869,problem solving,Education Foundations,Life Science,Expert-Novice Comparisons,Education,Graduate/Professional

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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