Type:

Other

Description:

This article reports the results of a research study which investigated the extent to which differences in problem-solving performance of stronger and weaker novices in physics arise from differences in amount of domain knowledge, in how domain knowledge is organized, and in the strategic application of domain knowledge. Differences were observed in how 10 university physics students solved easy and difficult problems involving Newton's second law.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

domain knowledge,Ability,Undergraduate (Lower Division),Higher Education,NSDL,Education Foundations,Student Characteristics,novice problem solving,expert problem solving,Student Behavior,NSDL_SetSpec_439869,oai:nsdl.org:2200/20061121141814800T,Education,Graduate/Professional,knowledge organization

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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