Expert-novice differences on a recognition memory test of physics diagrams

Adam Feil, Jose Mestre

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This study used a recognition memory test and specially constructed pairs of physics diagrams to measure differences between physics experts and novices (who have not taken college physics) in the way simple physics diagrams are encoded in memory. Results show that although physics experts encode aspects and features of physics diagrams that novices do not, in some specific cases novices encode features that experts do not. Physics experts were more likely to encode features of diagrams that were more relevant to the physics depicted. This suggests that the knowledge and experience of physics experts influences the way in which they conceptualize physics diagrams, even in the absence of a question prompt.

Original languageEnglish (US)
Title of host publication2007 Physics Education Research Conference, PERC
Pages100-103
Number of pages4
DOIs
StatePublished - Dec 1 2007
Event2007 Physics Education Research Conference: Cognitive Science and Physics Education Research, PERC - Greensboro, NC, United States
Duration: Aug 1 2007Aug 2 2007

Publication series

NameAIP Conference Proceedings
Volume951
ISSN (Print)0094-243X
ISSN (Electronic)1551-7616

Other

Other2007 Physics Education Research Conference: Cognitive Science and Physics Education Research, PERC
CountryUnited States
CityGreensboro, NC
Period8/1/078/2/07

Keywords

  • Expert novice differences
  • Physics education research
  • Recognition memory

ASJC Scopus subject areas

  • Physics and Astronomy(all)

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