Students do not overcome conceptual difficulties after solving 1000 traditional problems

By Eunsook Kim, Sung-jae Pak. 2002

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Introduction to “New Conceptualizations of Transfer of Learning” (2012, background): “For example, Kim and Pak (2002) found no correlation between problem-solving ability and understanding of concepts such as force and acceleration after students have solved on average 1,000 mechanics problems. Similarly, Nurrenbern and Pickering (1987) found a lack of relationship between 300”
Seeing Deep Structure From the Interactions of Surface Features (2012, unknown): “For example, Kim and Pak (2002) found no correlation between problem-solving ability and understanding of concepts such as force and acceleration after students have solved on average 1,000 mechanics problems.”
Conceptual problem solving in high school physics (2015, background): “[11] E.”