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Peer reviewedHackling, Mark W.; Lawrence, Jeanette A. – Journal of Research in Science Teaching, 1988
Compares experts', advanced students', and novice students' use of genetics knowledge to generate and test hypotheses while solving genetic pedigree problems. Reports that experts identified more critical cues, tested more hypotheses, were more rigorous in the falsification of alternative hypotheses, and were more flexible to their solving…
Descriptors: College Science, Genetics, Higher Education, Hypothesis Testing
Peer reviewedBowen, Craig W. – Journal of Research in Science Teaching, 1990
Presented is an analysis of think-aloud protocols of graduate students solving several different tasks in organic chemistry. The systems used by these subjects were classified. It was reported that the methodological system was most often used. (CW)
Descriptors: College Science, Higher Education, Learning Strategies, Logical Thinking
Peer reviewedSmith, Mike U. – Journal of Research in Science Teaching, 1988
Examines successful/unsuccessful distinctions between novices and experts in problem solving in terms of genetic knowledge, use of production rules, strategy selection, use of critical cues, use of logic, understanding of probability, and the thinking process itself. Suggests five implications for genetics instruction and provides three problems…
Descriptors: Abstract Reasoning, Biology, College Science, Genetics
