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Using a computer simulation to compare expert/novice problem‐solving subroutines
Author(s) -
Ennis Catherine D,
Safrit Margaret J
Publication year - 1991
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.1991.tb00058.x
Subject(s) - computer science , coding (social sciences) , subroutine , mathematics education , protocol (science) , heuristic , group (periodic table) , protocol analysis , artificial intelligence , machine learning , theoretical computer science , psychology , statistics , mathematics , cognitive science , programming language , medicine , chemistry , alternative medicine , organic chemistry , pathology
Hierarchical problem‐solving strategies employed in solving exercise science problems were examined in this study, which also tested the validity of an educational computer simulation. Hypothesis testing was used as the theoretical base for the study of differences in problem‐solving within the computer simulation. In a previous study two groups of undergraduate (novices) and graduate students were compared in their ability to solve exercise science problems. The present study added a group of faculty (experts) who were presented with the same simulation protocol as the other subjects. Protocol analysis and the Pitt coding system were used to analyse verbal data. Group differences were examined statistically. The faculty were superior in interpreting data and used the Basic Heuristic and Pattern Extraction strategies for the generation and use of algorithms. The problem‐solving strategies varied for each group based on the perceived difficulty of the problem, the knowledge base available, and the similarity of the given problem to previous problems.