Considerable evidence indicates that domain specific knowledge in the form of schemes is the primary factor distinguishing experts from novices in problem-solving skill. Evidence that conventional problem-solving activity is not effective in schema acquisition is also accumulating. It is suggested

, to algorithmic complexity in certain language features, to the ‘‘fragility’ ’ of novice knowledge, and so on. We summarise this material and suggest some practical implications for teachers. We suggest that a key issue that emerges is the distinction between effective and ineffective novices. What characterises

metacognitive processes, but novices rarely engage in frequent and explicit metacognitive strategies during practice. As a result, novice progress may be impeded through repetition of systematic errors and ineffective techniques. Our study provides evidence of the effectiveness of teaching metacognition

A qualitative analysis of debugging strategies of novice Java pro-grammers is presented. The study involved 21 CS2 students from seven universities in the U.S. and U.K. Subjects “warmed up ” by coding a solution to a typical introductory problem. This was followed by an exercise debugging a

, strategies and persistence during the middle stages (planning and drafting) were ineffective and improved little during the FYW experience (Kolb et al., 2011). How might we help students develop strategies for dealing with stuck places and keep motivation high during the laborious “middle stages ” of writing

The expertise reversal effect occurs when a learning procedure that is effective for novices becomes ineffective for more knowledgeable learners. The authors consider how to match instructional presen-tations to levels of learner knowledge. Experiments 1–2 were designed to develop a schema

diagrams: An effect of learner prior knowledge edgeable learners benefited more from animated rather than static diagrams. A theoretical instructional techniques and procedures that are effective for novice learners may become ineffective, or even harmful, for more experienced learners, and vice

with constructivist learning environments. Additionally, understanding effective and ineffective models will provide us advice for designing the kinds of scaffolding, modeling, and coaching that should be included in learning environments to support effective mental model deveelpment. This paper describes an initial

of interest. We conducted an exploratory research study with ten novice evaluators to examine how they performed when merging UPs in the individual and collaborative setting and how they drew consensus. Our findings indicate that collaborative merging causes the absolute number of UPs to deflate

professionals. However, designing a product solely by theory without the experience derived from practice is ineffective because many subtleties and exceptions are learned by working on actual design project. In this paper, the authors discuss how formal lectures on product design and development methodology