Type:

Other

Description:

This paper, presented at the 2001 Physics Education Research Conference, presents a framework for thinking about knowledge and its organization that can account for known expert-novice differences in knowledge storage and problem solving behavior. The author argues that interpreting any relationship between the ability to answer qualitative and quantitative questions requires a model of cognition, and that PER should seek to develop assessments that monitor component aspects of developing expertise.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

Education,conceptual understanding,NSDL,Active Learning,Education Foundations,PERC 2001,Undergraduate (Lower Division),Problem Solving,Education Practices,oai:nsdl.org:2200/20061213014039704T,Learning Theory,Higher Education,NSDL_SetSpec_439869,problem solving,Cognition,Life Science,expert-novice,expertise development,Physics,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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