Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3177
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dc.contributor.authorStieff, Mike
dc.contributor.authorRaje, Sonali
dc.date.accessioned2020-01-09T11:19:06Z
dc.date.accessioned2020-01-09T16:45:43Z-
dc.date.available2020-01-09T11:19:06Z
dc.date.available2020-01-09T16:45:43Z-
dc.date.issued2008-06
dc.identifier.citationStieff, M. & Raje, S. (2008). Expertise and Spatial Reasoning in Advanced Scientific Problem Solving. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 2 (pp. 366-373). Utrecht, The Netherlands: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2008.2.366
dc.identifier.urihttps://repository.isls.org//handle/1/3177-
dc.description.abstractVisualization and other forms of spatial cognition are considered fundamental to learning and problem solving in science. This assumption is especially prevalent in organic chemistry where imagistic reasoning is considered to be a primary cognitive activity. While previous research has shown that students are aware of several analytical heuristics and imagistic strategies for problem solving, there have been no studies exploring how experts in organic chemistry approach problem solving. Here, we identify problem solving strategies employed by ten chemistry experts to solve undergraduate organic chemistry assessment tasks. Our findings suggest that experts employ a range of imagistic and analytical strategies for reasoning about spatial information and prefer, on average, to use analytical strategies.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleExpertise and Spatial Reasoning in Advanced Scientific Problem Solvingen_US
dc.typePapersen_US
Appears in Collections:ICLS 2008

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