Categorization and Representation of Physics Problems by Experts and Novices*

1981/04/01 by T. H. Michelene, Paul J. Feltovich, Robert Glaser · 27 citations
Psychology · Computer Science · Social Sciences · #Visual and Cognitive Learning Processes #Data Visualization and Analytics #Science Education and Pedagogy

paper · doi:10.1207/s15516709cog0502_2

openalex publication_date 1981/04/01 · openalex created_date 2016/06/24 · openalex updated_date 2026/07/25

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.

Citations

• Perception in chess

Cited by

• Testing the Validity of Embedding-Based Similarity and Clustering for Handwritten Physics Solutions
• Development of expertise in mathematical problem solving.
• Cognition and Improvisation: Differences in Mathematics Instruction by Expert and Novice Teachers
• Expert Blind Spot Among Preservice Teachers
• Are Cognitive Skills Context-Bound?
• The effectiveness of pair programming: A meta-analysis
• What makes an Expert? Comparing Problem-solving Practices in Data Science Notebooks
• Relative expertise in an everyday reasoning task: Epistemic understanding, problem representation, and reasoning competence
• Expert performance in solving word puzzles: From retrieval cues to crossword clues
• The Grounded Expertise Components Approach in the Novel Area of Cryptic Crossword Solving
• When paying attention becomes counterproductive: Impact of divided versus skill-focused attention on novice and experienced performance of sensorimotor skills.
• What happens if you put your head in the Geneva water jet? An inquiry-based physics activity exploring fluid dynamics
• Structural Biases in Concept Learning
• Using multiple representations to improve student understanding of quantum states
• Improving student understanding of quantum mechanics underlying the Stern–Gerlach experiment using a research-validated multiple-choice question sequence
• Realising the educational worth of integrating work experiences in higher education
• Contextual Agentic Memory is a Memo, Not True Memory
• Students’ epistemological framing in quantum mechanics problem solving
• Developing conceptual understanding and procedural skill in mathematics: An iterative process.
• The Making of a Dream Team: When Expert Teams Do Best
• Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
• Physics computational literacy: An exploratory case study using computational essays
• In search of insight
• Framework for understanding the patterns of student difficulties in quantum mechanics
• When physical intuition fails
• Expert [wikipedia]
• Problem solving [wikipedia]