home - login - register

Journal Article Detail Page

Journal of the Learning Sciences
written by Robert J. Dufresne, William J. Gerace, Jose P. Mestre, and Paula Hardiman
Novice physics students were constrained to carry out qualitative and hierarchically structured problem analyses that were designed to mimic those used by experts. Each problem analysis required that novices consider questions concerning principals, concepts, and procedures. The effects of structuring novices' problem analyses in this way were assessed in three areas: (a) judgments of solution similarity, (b) reasoning about solution similarity, and (c) problem solving. Experiment 1 provides evidence that performing qualitative and hierarchically structured problem analyses leads novices to make more expert-like judgments of solution similarity. As shown in Experiment 2, this shift is due to an increased focus by novices upon the deep structure or problems. The results of Experiment 3 indicate that qualitative and hierarchically structured problem analyses can improve novices' ability to solve problems. We discuss the pedagogical implications of these findings.
Journal of the Learning Sciences: Volume 2, Issue 3, Pages 307-331
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Problem Solving
Education - Basic Research
- Cognition
General Physics
- Physics Education Research
- Lower Undergraduate
- Instructional Material
= Instructor Guide/Manual
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Educators
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
text/html
application/pdf
Access Rights:
Available by subscription
Restriction:
© 1992 Lawrence Erlbaum Associates, Inc
DOI:
10.1207/s15327809jls0203_3
Keywords:
concepts, experiments, principals, problem analyses, problem solving, procedures, solution similarity
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
October 24, 2005 by Vince Kuo
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
R. Dufresne, W. Gerace, J. Mestre, and P. Hardiman, J. Learn. Sci. 2 (3), 307 (1992), WWW Document, (http://dx.doi.org/10.1207/s15327809jls0203_3).
AJP/PRST-PER
R. Dufresne, W. Gerace, J. Mestre, and P. Hardiman, Constraining novices to perform expert like problem analysis: Effects on schema acquisition, J. Learn. Sci. 2 (3), 307 (1992), <http://dx.doi.org/10.1207/s15327809jls0203_3>.
APA Format
Dufresne, R., Gerace, W., Mestre, J., & Hardiman, P. (1992). Constraining novices to perform expert like problem analysis: Effects on schema acquisition. J. Learn. Sci., 2(3), 307-331. Retrieved October 1, 2014, from http://dx.doi.org/10.1207/s15327809jls0203_3
Chicago Format
Dufresne, R, W. Gerace, J. Mestre, and P. Hardiman. "Constraining novices to perform expert like problem analysis: Effects on schema acquisition." J. Learn. Sci. 2, no. 3, (1992): 307-331, http://dx.doi.org/10.1207/s15327809jls0203_3 (accessed 1 October 2014).
MLA Format
Dufresne, Robert, William Gerace, Jose Mestre, and Paula Hardiman. "Constraining novices to perform expert like problem analysis: Effects on schema acquisition." J. Learn. Sci. 2.3 (1992): 307-331. 1 Oct. 2014 <http://dx.doi.org/10.1207/s15327809jls0203_3>.
BibTeX Export Format
@article{ Author = "Robert Dufresne and William Gerace and Jose Mestre and Paula Hardiman", Title = {Constraining novices to perform expert like problem analysis: Effects on schema acquisition}, Journal = {J. Learn. Sci.}, Volume = {2}, Number = {3}, Pages = {307-331}, Year = {1992} }
Refer Export Format

%A Robert Dufresne
%A William Gerace
%A Jose Mestre
%A Paula Hardiman
%T Constraining novices to perform expert like problem analysis: Effects on schema acquisition
%J J. Learn. Sci.
%V 2
%N 3
%D 1992
%P 307-331
%U http://dx.doi.org/10.1207/s15327809jls0203_3
%O text/html

EndNote Export Format

%0 Journal Article
%A Dufresne, Robert
%A Gerace, William
%A Mestre, Jose
%A Hardiman, Paula
%D 1992
%T Constraining novices to perform expert like problem analysis: Effects on schema acquisition
%J J. Learn. Sci.
%V 2
%N 3
%P 307-331
%U http://dx.doi.org/10.1207/s15327809jls0203_3


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials