Categorization and Representation of Physics Problems by Experts and Novices

By Michelene T. H. Chi, Paul J. Feltovich, R. Glaser. 1981

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Citations in the corpus

Learning to Troubleshoot: A New Theory-Based Design Architecture (2006, background): “Conceptual knowledge of how a systems works is fundamental to the understanding of any technical system (Chi et al., 1981; Johnson et al., 1995; Larkin et al., 1980).”
Respects for similarity (1993, background): “Chi, Feltovich, and Glaser (1981) noted that the basis for similarity appears to change with expertise.”
Top management teams and the performance of entrepreneurial firms (2013, background): “Similarly, physics experts rely on general laws like conservation of momentum to solve problems while novices concentrate on superficial features like whether the problem involves a spring or a plane (Chi et al. 1981).”
DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. (2006, background): “Domain familiarity: Generally, novices tend to characterise problem representations by their surface features, not their deep structure (Chi et al., 1981).”
An exploration of the use of eye‐gaze tracking to study problem‐solving on standardized science assessments (2006, background): “While some research has shown that differences in problem-solving can be related to test-taking skills and strategies (Scruggs et al., 1986; Mastropieri & Scruggs, 1999), of particular interest to educators are the studies that have shown differences in problem-solving behaviour related to individua”
Reviving Inert Knowledge: Analogical Abstraction Supports Relational Retrieval of Past Events (2009, background): “There is independent evidence that learners change their encoding patterns as domain knowledge increases ( Chi, Feltovich, & Glaser, 1981; Forbus & Gentner, 1986; Larkin, McDermott, Simon, & Simon, 1980; Medin & Ross, 1989).”
From Instructional Leadership to Leadership Capabilities: Empirical Findings and Methodological Challenges (2010, background): “Samples of novices tend to represent and classify problems by their surface features, while experts represent them in terms of underlying principles ( Chi, Feltovich, & Glaser, 1981 ; Voss, 1989 ; Voss & Post, 1988 ).”