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With inspiration from the classic study by Chi, Feltovich, and Glaser [1], weasked introductory physics students in three introductory physics classes tocategorize mechanics problems based upon similarity of solutions. To evaluatethe effect of problem context on students' ability to categorize, two sets ofproblems were developed for categorization. Some problems in one of the problemsets that students were asked to categorize included those available from theprior study by Chi et al. Our findings, which contrast from those of Chi etal., suggest that there is a much wider distribution of expertise amongintroductory students.

Categorization of Mechanics Problems by Students in Large Introductory Physics Courses: A Comparison with the Chi, Feltovich, and Glaser Study