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Assessing expertise in introductory physics using categorization task
16 references·4 citing·44 second hop
Assessing expertise in introductory physics using categorization task (2011)Assessing expertise in introductory physi…Cognitive Processes in Comprehension (2013)Cognitive Processes in Compre…Two Approaches to the Study of Experts' Characteristics (2006)Two Approaches to the Study o…The Cambridge Handbook of Expertise and Expert Performance (2006)The Cambridge Handbook of Exp…The Cambridge handbook of thinking and reasoning (2005)The Cambridge handbook of thi…The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores (2002)The relationship between math…Transfer of Learning from a Modern Multidisciplinary Perspective (2000)Transfer of Learning from a M…Achieving Coordination in Collaborative Problem-Solving Groups (2000)Achieving Coordination in Col…Rethinking Transfer: A Simple Proposal with Multiple Implications (1999)Rethinking Transfer: A Simple…Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications (1999)Chapter 3: Rethinking Transfe…Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning (1998)Doing with Understanding: Les…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…Concepts and conceptual structure. (1989)Concepts and conceptual struc…Child development and education in Japan. (1986)Child development and educati…TWO COURSES OF EXPERTISE (1984)TWO COURSES OF EXPERTISECategorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Expert and Novice Performance in Solving Physics Problems (1980)Expert and Novice Performance…Do evidence-based active-engagement courses reduce the gender gap in introductory physics? (2017)Do evidence-based active-enga…Using categorization of problems as an instructional tool to help introductory students learn physics (2016)Using categorization of probl…Assessing the quality of a student-generated question repository (2014)Assessing the quality of a st…Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning (2013)Problem-solving rubrics revis…Judgment under Uncertainty: Heuristics and Biases (1975)Fuzzy sets (1996)Metaphors We Live By (2003)Dual-Processing Accounts of Reasoning, Judgment, and Social Cognition (2007)It's All about Me: Narcissistic Chief Executive Officers and Their Effects on Company Strategy and Performance (2007)When Corrections Fail: The Persistence of Political Misperceptions (2010)The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions. 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References

  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,238 cited
  • 2006The Cambridge Handbook of Expertise and Expert Performance3,157 cited
  • 2005The Cambridge handbook of thinking and reasoning2,113 cited
  • 1980Expert and Novice Performance in Solving Physics Problems2,110 cited
  • 1999Rethinking Transfer: A Simple Proposal with Multiple Implications1,409 cited
  • 2013Cognitive Processes in Comprehension1,146 cited
  • 1998Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning1,109 cited
  • 1989Concepts and conceptual structure.1,103 cited
  • 2000Transfer of Learning from a Modern Multidisciplinary Perspective905 cited
  • 1999Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications881 cited
  • 1986Child development and education in Japan.829 cited
  • 1984TWO COURSES OF EXPERTISE777 cited
  • 2006Two Approaches to the Study of Experts' Characteristics742 cited
  • 2002The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores

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689 cited
  • 2000Achieving Coordination in Collaborative Problem-Solving Groups598 cited
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    • 2013Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning68 cited
    • 2017Do evidence-based active-engagement courses reduce the gender gap in introductory physics?65 cited
    • 2016Using categorization of problems as an instructional tool to help introductory students learn physics60 cited
    • 2014Assessing the quality of a student-generated question repository55 cited