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1.
Fredrik Jeppsson Jesper Haglund Tamer G. Amin 《International Journal of Science Education》2015,37(5-6):780-805
Many studies have previously focused on how people with different levels of expertise solve physics problems. In early work, focus was on characterising differences between experts and novices and a key finding was the central role that propositionally expressed principles and laws play in expert, but not novice, problem-solving. A more recent line of research has focused on characterising continuity between experts and novices at the level of non-propositional knowledge structures and processes such as image-schemas, imagistic simulation and analogical reasoning. This study contributes to an emerging literature addressing the coordination of both propositional and non-propositional knowledge structures and processes in the development of expertise. Specifically, in this paper, we compare problem-solving across two levels of expertise—undergraduate students of chemistry and Ph.D. students in physical chemistry—identifying differences in how conceptual metaphors (CMs) are used (or not) to coordinate propositional and non-propositional knowledge structures in the context of solving problems on entropy. It is hypothesised that the acquisition of expertise involves learning to coordinate the use of CMs to interpret propositional (linguistic and mathematical) knowledge and apply it to specific problem situations. Moreover, we suggest that with increasing expertise, the use of CMs involves a greater degree of subjective engagement with physical entities and processes. Implications for research on learning and instructional practice are discussed. 相似文献
2.
Jennifer L. Snyder 《International Journal of Science Education》2013,35(9):979-992
The literature on the role of models and theories in physics suggests that multiple models, abstract or concrete exist for a particular phenomenon. These models could be organized into hierarchies describing the entire physics domain (Giere 1994). Hierarchies of concepts have been used in other domains with success; however, criteria for a hierarchy of models in physics and theory's role are unclear. Therefore, research was conducted to describe the knowledge structures of experts, intermediates, and novices. A reiterative categorization task required subjects to sort and re-sort physics problems. The proportions of theory- and model-based categories created by the subjects were compared. Novices created hierarchies of model-based categories. Both intermediates and experts created theory-based categories at the highest, most abstract, level but combined model- and theory-based categories at middle and lower levels. These results support a representation of physics knowledge in which a hierarchy of models is organized by theory-based categories. 相似文献
3.
This study investigates the extent to which differences in the problem-solving performance of stronger and weaker novices in physics arise from: (a) differences in amount of domain knowledge, (b) differences in how domain knowledge is organized, and (c) differences in the strategic application of domain knowledge. Ten first-year university physics students attempted to solve one easy and one difficult problem involving Newton's second law. Clear differences in the protocols of stronger and weaker students for the difficult problem, combined with successful performance by all students on the easy problem, were interpreted as evidence for differences in the organization of relevant knowledge held by more versus less successful first-year physics students. Some differences in procedural knowledge were also observed, but all students used the working forward strategy that had been presented to them in lectures. 相似文献
4.
Julia I. Smith Elijah D. Combs Paul H. Nagami Valerie M. Alto Henry G. Goh Muryam A. A. Gourdet Christina M. Hough Ashley E. Nickell Adrian G. Peer John D. Coley Kimberly D. Tanner 《CBE life sciences education》2013,12(4):628-644
There are widespread aspirations to focus undergraduate biology education on teaching students to think conceptually like biologists; however, there is a dearth of assessment tools designed to measure progress from novice to expert biological conceptual thinking. We present the development of a novel assessment tool, the Biology Card Sorting Task, designed to probe how individuals organize their conceptual knowledge of biology. While modeled on tasks from cognitive psychology, this task is unique in its design to test two hypothesized conceptual frameworks for the organization of biological knowledge: 1) a surface feature organization focused on organism type and 2) a deep feature organization focused on fundamental biological concepts. In this initial investigation of the Biology Card Sorting Task, each of six analytical measures showed statistically significant differences when used to compare the card sorting results of putative biological experts (biology faculty) and novices (non–biology major undergraduates). Consistently, biology faculty appeared to sort based on hypothesized deep features, while non–biology majors appeared to sort based on either surface features or nonhypothesized organizational frameworks. Results suggest that this novel task is robust in distinguishing populations of biology experts and biology novices and may be an adaptable tool for tracking emerging biology conceptual expertise. 相似文献
5.
Gunnar Friege Gunter Lind 《International Journal of Science and Mathematics Education》2006,4(3):437-465
Based on empirical findings and theoretical considerations related to the field of expertise research, the importance of “types”
and “qualities” of knowledge in relation to problem solving in physics was investigated. The students (N =138) in this study had a level of competence that corresponds to an intensive beginner college course in physics. It was
found that conceptual declarative knowledge and problem scheme knowledge are excellent predictors of problem solving performance.
However, a detailed analysis shows that the first knowledge type is more typical for low achievers (novices) in physics problem
solving whereas the second type is predominately used by high achievers (experts). Regarding types and qualities of knowledge
and their relations to problem solving, the results of a multidimensional scaling analysis (MDS) indicate that two dimensions
of knowledge can be distinguished. On the extreme limits of the first dimension, which could be named “problem solving relevance
vs. structure of discipline”, are the types of knowledge and the qualities of knowledge, respectively. The second dimension
of knowledge could be named “single knowledge elements vs. organised knowledge units”. There are types of knowledge as well
as qualities of knowledge distributed along this dimension. Consequences of these results for improving physics education
are discussed. 相似文献
6.
The purpose of this study was to describe the problem-solving behaviors of experts and novices engaged in solving seven chemical equilibrium problems. Thirteen novices (five high-school students, five undergraduate majors, and three nonmajors) and ten experts (six doctoral students and four faculty members) were videotaped as they individually solved standard chemical equilibrium problems. The nature of the problems was such that they required more than mere recall or algorithmic learning and yet simple enough to provide the novices a reasonable chance of solving them. Extensive analysis of the think-aloud protocols produced 27 behavioral tendencies that can be used to describe and differentiate between successful and unsuccessful problem solvers. Successful solvers' perceptions of the problem were characterized by careful analysis and reasoning of the task, use of related principles and concepts to justify their answers, frequent checks of the consistency of answers and reasons, and better quality of procedural and strategic knowledge. Unsuccessful subjects had many knowledge gaps and misconceptions about the nature of chemical equilibrium. Even faculty experts were sometimes unable to correctly apply common chemical principles during the problem-solving process. Important theoretical concepts such as molar enthalpy, heat of reaction, free energy of formation, and free energy of reaction were rarely used by novices in explaining problems. 相似文献
7.
Second- and fourth-grade children were classified according to their knowledge of soccer (experts vs. novices) and IQ (high vs. low), and given 2 sort-recall tasks. One task included items related to the game of soccer and the other included items from familiar natural language categories. Previous research has shown that expertise in a subject can compensate for low levels of performance on text comprehension tasks. Our results, the first examining the effects of both expertise and intelligence on a strategic memory task, were that soccer expert children recalled more items on the soccer list but not on the nonsoccer list than soccer novice children. However, soccer expertise did not modify a significant effect of IQ level, with high-IQ children recalling more than low-IQ children for all contrasts. Interest in soccer was found to be related to expertise but did not contribute to differences in memory performance. The results demonstrate that the knowledge base plays an important role in children's memory, but that domain knowledge cannot fully eliminate the effects of IQ on sort-recall tasks using domain-related materials. That is, although rich domain knowledge seemed to compensate for low aptitude, in that low-aptitude experts performed at the level of high-aptitude novices, its effects were not strong enough to eliminate performance differences between high- and low-aptitude soccer experts. 相似文献
8.
This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology. 相似文献
9.
10.
Douglas A. Kranch 《Education and Information Technologies》2012,17(3):291-313
Studies show that for many years courses teaching computer programming skills to novices have engendered a dislike for programming
in many students. The first phase of this study presented identical content in one of three instructional sequences to 34
college students who were programming novices to determine which produced the greatest development of programming expertise.
Learning was measured by performance on a Programming Assessment given immediately after the intervention, and effort and
difficulty were self-rated during the instruction. There was no significant difference among the groups in Programming Assessment
scores, and overall self-rated effort and difficulty of the instruction did not vary simply by rearranging the order in which
the major elements were presented. However, instructional units that covered programming syntax skills and structures were
rated by all groups as requiring significantly less effort and difficulty than units covering plans, and participants in all
groups scored significantly higher on syntax skills and structures than on plans. The second phase sought evidence that there
were differences in perception and the complexity of knowledge in long term memory between novices and experts programmers
by comparing the fifteen top performing participants on the Programming Assessment with three programming experts in chunking
a short program and in constructing the central solution statement to four programming problems. Experts chunked programs
to twice the levels and twice as fast as novices, indicating differences in the mental organization of novices and experts.
The implications of these results are discussed. 相似文献
11.
《Teaching and Teacher Education》1993,9(2):137-146
Teacher expertise research has focused on differences between experts and novices generally assuming that characteristics of both groups are stable across classroom situations. This assumption was examined in a study of the implementation of cooperative learning in nine heterogeneous classes by teachers who were inexperienced in the use of cooperative learning and who varied on instructional expertise and subject-matter proficiency. Results suggest that the behavior of many experts resembles that of novices when the former confront unfamiliar pedagogical situations. Finally, restoration of expertise is not always accomplished with ease. Finally, subject matter proficiency contributes to, but is not the sole determinant of, expert teacher performance in novel situations. 相似文献
12.
This study compared the problem-solving performance of university genetics professors and genetics students, and therefore fits the expert versus novice paradigm. The subjects solved three genetic pedigree problems. Data were gathered using standard think-aloud protocol procedures. Although the experts did not differ from the novices in terms of the number of correct solutions obtained, there were significant differences favoring the experts in terms of the completeness and conclusiveness of the solutions. The experts identified more critical cues in the pedigrees which were used to generate and test hypotheses, they tested more hypotheses by assigning genotypes to individuals in the pedigrees, and were more rigorous than the novices in the falsification of alternative hypotheses. The experts varied their problem-solving strategy to suit the particular conditions of problems involving rare or common traits. Novices did nor recognize the need to make such modifications to their strategies. 相似文献
13.
Expert-novice problem-solving research is extended in this study to include classical genetics. Eleven undergraduates (novices) and nine graduate students and instructors (experts) were videotaped as they solved moderately complex genetics problems. Detailed analysis of these “think aloud” protocols resulted in 32 common tendencies that could be used to differentiate between successful and unsuccessful problem solvers. Experts perceive a problem as a task requiring analysis and reasoning and they tend to use a knowledge-development (forward-working) approach. They make frequent checks on the correctness of their work, use accurate and detailed bookkeeping procedures, and have a broader range of heuristics to apply to the problem. It is clear that studying problem solving using the expert/novice design requires that the problems be difficult enough to require more than more recall and yet simple enough to allow novices a chance for solution. Applying elementary probability concepts seemed to be the most difficult aspect of many of the genetics problems, even for the experts. 相似文献
14.
Jered B. Kolbert Barbara Morgan Johnston M. Brendel 《Counselor Education & Supervision》2002,41(3):193-206
The authors undertook this study to identify how counselor education faculty and students determine the ethical appropriateness of dilemmas portraying dual relationships in friendships, mentoring, monetary interactions, and romantic‐sexual relationships. Faculty and student perceptions of scenarios that depict dual relationships between faculty and students were assessed and analyzed using qualitative methods. Results suggest that, unlike most students, faculty trust the ability of counselor educators to maintain objectivity and avoid student exploitation even sometimes while engaged in dual‐role relationships. Furthermore, faculty may be unaware of students' concerns regarding the fairness of such relationships and the impact they have on the student body. 相似文献
15.
In an earlier study we found that intermediate experts in the domain of economics did not surpass novices in complex learning and knowledge application with a computer-based business simulation. In the present study, it was investigated whether these contra-intuitive findings can be replicated. In order to scrutinize the reasons which led to these findings, some parameters of the learning environment were changed. The duration of the exploration phase and of the problem-solving phase as well as the complexity of the situations were increased, motivation and acquired declarative knowledge were assessed. In view of mastering recurring demands and the functionality of mental models, no differences were found between a group of novices (15 students of humanities with a supplementary training in economics) and a group of intermediate experts (13 advanced students of economics). The findings of the original study were replicated, motivation had no effect on the result. In terms of declarative knowledge, the novices turned out to be even better. 相似文献
16.
《学习科学杂志》2013,22(2):115-163
This article uses a critical evaluation of research on student misconceptions in science and mathematics to articulate a constructivist view of learning in which student conceptions play productive roles in the acquisition of expertise. We acknowledge and build on the empirical results of misconceptions research but question accompanying views of the character, origins, and growth of students' conceptions. Students have often been viewed as holding flawed ideas that are strongly held, that interfere with learning, and that instruction must confront and replace. We argue that this view overemphasizes the discontinuity between students and expert scientists and mathematicians, making the acquisition of expertise difficult to conceptualize. It also conflicts with the basic premise of constructivism: that students build more advanced knowledge from prior understandings. Using case analyses, we dispute some commonly cited dimensions of discontinuity and identify important continuities that were previously ignored or underemphasized. We highlight elements of knowledge that serve both novices and experts, albeit in different contexts and under different conditions. We provide an initial sketch of a constructivist theory of learning that interprets students' prior conceptions as resources for cognitive growth within a complex systems view of knowledge. This theoretical perspective aims to characterize the interrelationships among diverse knowledge elements rather than identify particular flawed conceptions; it emphasizes knowledge refinement and reorganization, rather than replacement, as primary metaphors for learning; and it provides a framework for understanding misconceptions as both flawed and productive. 相似文献
17.
Elizabeth Mary Walsh Veronica Cassone McGowan 《International Journal of Science Education》2013,35(1):20-43
ABSTRACTScience education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students’ development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists’ feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback. 相似文献
18.
Providing prompts to induce focused processing of the central contents of instructional explanations is a promising instructional means to support novice learners in learning from instructional explanations. However, within research on the expertise reversal effect it has been shown that instructional means that are beneficial for novices can be detrimental for learners with more expertise if the instructional means provide guidance that overlaps with the internal guidance provided by the prior knowledge of learners with more expertise. Under such circumstances, prompts to induce focused processing might even be detrimental for learners with expertise whose prior knowledge already provides internal guidance to learn from explanations. On this basis, we aimed at experimentally varying expertise by developing prior knowledge. Specifically, we used a preparation intervention with contrasting cases to enhance learners’ prior knowledge (expertise). Against this background, we tested 71 university students in a 2 × 2 factorial experimental design: (a) Factor of expertise. Working with contrasting cases to develop prior knowledge and expertise to provide internal guidance to learn from instructional explanations (with vs. without), (b) Factor of prompts. Prompts to induce focused processing of the explanations (with vs. without). The results showed that prompts to induce focused processing fostered conceptual knowledge for novice learners whereas prompts hindered the acquisition of conceptual knowledge for learners with expertise that was developed by working with contrasting cases beforehand. Moreover, measures of subjective cognitive load and learning processes suggest that the instructional guidance provided by prompts compensated for the low internal guidance of novice learners and overlapped with the internal guidance of learners with expertise. 相似文献
19.
Classroom teaching is complex. In the classroom, teachers must readily attend to disruptions and successfully convey new tasks and information. Outside the classroom, teachers must organise their priorities that are important for successful student learning. In fact, differing gaze patterns can reveal the varying priorities that teachers have. Teacher priorities are likely to vary with classroom expertise and can conceivably change with culture too. Therefore, the present study investigated expertise related and cultural teacher priorities by analysing their gaze proportions. To obtain this data, 40 secondary school teachers wore eye-tracking glasses during class time, with 20 teachers (10 expert; 10 novice) from the UK and 20 teachers (10 expert; 10 novice) from Hong Kong. We analysed gaze proportions during teachers' attentional (i.e., information-seeking, e.g., teacher questioning students) and communicative (i.e., information-giving, e.g., teacher lecturing students) gaze. Regardless of culture, expert teachers' gaze proportions revealed prioritisation of students, whereas novice teachers gave priority to non-instructional (i.e., not students, teacher materials, or student materials) classroom regions. Hong Kong teachers prioritised teacher materials (e.g., whiteboard) during communicative gaze whereas UK teachers prioritised non-instructional regions. Regarding culture-specific expertise, with Hong Kong experts prioritised teacher materials more than UK experts who, in turn, did so more than UK novices. We thus demonstrate the role of implicit teacher gaze measures as micro-level indicators of macro-level and explicit aspects of instruction, namely teacher priority. 相似文献
20.
This exploratory study investigates the distributed nature and complexity of professional expertise by examining the patterns of cognitive processes in novices and experts who are using ultrasound technology to make diagnoses. The study aims to identify and provide an explanation for such patterns in light of the recent debate on the locus of control underpinning human cognition. A distributed model of professional expertise based on the relationships between the four elements of socio-cultural disposition, tools and artefacts, strategies, and domain knowledge, is used to discuss the results. The findings illustrate the complexity of professional expertise, particularly when individuals depend on sophisticated tools to assist their thinking and reasoning. 相似文献