@article{28164df47f0f43a68b3a8fbc72bef293,
title = "Categorization and representation of physics problems by experts and novices",
abstract = "The representation of physics problems in relation to the organization of physics knowledge is investigated in experts and novices. Four experiments examine (a) the existence of problem categories as a basis for representation; (b) differences in the categories used by experts and novices; (c) differences in the knowledge associated with the categories; and (d) features in the problems that contribute to problem categorization and representation. Results from sorting tasks and protocols reveal that experts and novices begin their problem representations with specifiably different problem categories, and completion of the representations depends on the knowledge associated with the categories. For, the experts initially abstract physics principles to approach and solve a problem representation, whereas novices base their representation and approaches on the problem's literal features.",
author = "Chi, {Michelene T.H.} and Feltovich, {Paul J.} and Robert Glaser",
note = "Funding Information: CATEGORIZATION AND REPRESENTATION OF PHYSICS PROBLEMS BY EXPERTS AND NOVICES This paper presents studies designed to examine differences in the ways expert and novice problem solvers represent physics problems and to investigate implications of these differences for problem solution. A problem representation is a *This research program, conducted at the Learning Research and Development Center, is sopported in part by contract No. N00014-78-C-0375, NR 157-421 of the Office of Naval Research, and in part by the National Institute of Education. Portions of this paper were presented by the f'ust author at the meeting of the American Educational Research Association, San Francisco, April 1979, and at the meeting of the Psychonomic Society, Phoenix, November 1979. The authors are grateful for the help of Andrew Judkis, Ted Rees, and Christopher Roth, for comments, data collection, analysis, and editing. We particularlya ppreciate the generosityo f the physics professors and graduate students who contributed their time, especially Ned S. VanderVen. Jill Larkin deserves special thanks for her contributionsa nd insightful comments to Study Four. Reprint requests should be sent to Michelene Chi, Learning Research and DevelopmentC enter, Universityo f Pittsburgh, Pittsburgh, Pa. 15260.",
year = "1981",
doi = "10.1207/s15516709cog0502_2",
language = "English (US)",
volume = "5",
pages = "121--152",
journal = "Cognitive Science",
issn = "0364-0213",
publisher = "Wiley-Blackwell",
number = "2",
}