The relation between problem categorization and problem solving among experts and novices

By P. T. Hardiman, R. Dufresne, Jose P. Mestre. 1989

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Citations in the corpus

Productive failure in mathematical problem solving (2010, methodology): “Based on past research, I did not expect students, who were novices with respect to the targeted content of rate and speed, to use the most effective representations and domain-specific methods for solving the problems nor did I expect them to be successful in their problem-solving efforts (Chi et a”
Comparing Four Instructional Techniques for Promoting Robust Knowledge (2015, background): “…of domains, including computer programming, physics , geometry, medicine, literature, and dance (Adelson 1981; Allard and Starkes 1991; Chi et al. 1981; Hardiman et al. 1989; Koedinger and Anderson 1990; McKeithen et al. 1981; Schmidt and Boshuizen 1993; Schoenfeld and Herrmann 1982; Zeitz 1994).”
The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning (2012, background): “Of course, experts are not completely immune to the influence of surface features (eg, Blessing & Ross, 1996 ; Hardiman, Dufresne, & Mestre, 1989 ).”
Conceptual problem solving in high school physics (2015, unknown): “underlying principle [25] and to solve problems.”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “Hegarty et al.’s (2010) self-report data from scientists, engineers, and others suggest that large-scale spatial ability may be particularly important in the geosciences, whereas small-scale spatial ability may be particularly important in engineering.”
Representation in Teaching: Inferences From Research of Expert and Novice Teachers (2003, background): “One aspect of cognition central to this review is that of representation (Adelson, 1981; Chase & Simon, 1973; Chi et al., 1981; Hardiman et al., 1989; Schoenfeld & Herrmann, 1982) and it can be defined as the mental construction, preservation, and interpretation of information of real world object…”
Looking Beyond Content: Skill Development for Engineers (2008, background): “The research literature on problem solving (Hsu, Brewe, Foster and Harper, 2004) notes that one of the main problems novice problem solvers in physics have is in classifying problems appropriately – for example knowing whether to bring Newton’s second law or energy conservation to bear (Chi, Feltovi”
Cognitive Aspects of Learning and Teaching Science. (2001, background): “For example, problem categorization tasks (Chi et al., 1981; Hardiman et al., 1989) are useful for helping students identify and discuss the underlying concept(s) that can be applied to solve problems.”