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Materials Similar to Problem Complexity and the Transfer of Strategies in Computer-Presented Problems

• 59%: Synthesis problems: role of mathematical complexity in students' problem solving strategies
• 51%: Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems
• 51%: Changes in students’ problem-solving strategies in a course that includes context-rich, multifaceted problems
• 50%: Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer
• 44%: The effect of introducing computers into an introductory physics problem-solving laboratory
• 43%: Effect of Problem Solutions on Students' Reasoning Patterns on Conceptual Physics Problems
• 41%: Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups
• 41%: Why solve problems? Interviewing College Faculty About the Learning and Teaching of Problem Solving
• 41%: Assessing student expertise in introductory physics with isomorphic problems. I. Performance on nonintuitive problem pair from introductory physics
• 41%: Enhancing Cognitive Development through Physics Problem Solving: A Taxonomy of Introductory Physics Problems
• 41%: Computer problem-solving coaches for introductory physics: Design and usability studies
• 40%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
• 38%: Computer Problem-Solving Coaches
• 38%: Measuring the effectiveness of online problem-solving tutorials by multi-level knowledge transfer
• 37%: Differences in the Problem Solving of Stronger and Weaker Novices in Physics: Knowledge, Strategies, or Knowledge Structure?
• 37%: Evidence of Problem-Solving Transfer in Web-Based Socratic Tutor
• 37%: Students’ Difficulties in Transfer of Problem Solving Across Representations
• 37%: Assessing Transfer of Learning in Problem Solving from the Perspective of Preparation for Future Learning
• 37%: A tale of two guessing strategies: interpreting the time students spend solving problems through online log data