Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
1 reference
-
- Vol 1 RE: Chapters 6, 11, App A
physics problem categorizationproblem representationexpert-novice differencessurface featuresunderlying principlessolution structuresdisciplinary knowledge organizationJournal article Evidence summaryAt a glance
Chi, Feltovich, and Glaser compare how physics experts and novices categorise and represent mechanics problems.
Key ideas
In sorting and think-aloud studies, experts grouped problems by underlying principles and solution structures, such as conservation of energy or Newton's laws. Novices relied more heavily on literal surface features, such as whether a problem mentioned an inclined plane, spring, or pulley. The difference was not simply the amount of knowledge: experts' categories activated connected conceptual and procedural knowledge that guided solution planning, while novice representations often lacked this organisation. Surface cues can still affect experts, and developing expertise is gradual.
Why it matters
For educators, the findings support teaching students to identify governing principles before selecting equations, comparing problems with different contexts but common structures, explaining categorisation decisions, and using sorting tasks to reveal how learners organise disciplinary knowledge.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway