Year: 2004
Type: article
Abstract: Extending the paradigm introduced by Schraagen (1993), two near-expert groups and novices completed two scientific discovery tasks, one from each of the experts' domains.In this way, both groups designed simulated experiments from within and outside of their domain.The role of domain familiarity on the application of general scientific reasoning skills is explored by contrasting the performance of the experts in their domain to that in the unfamiliar domain.Results indicate that at the graduate level, near-experts are able to apply general scientific reasoning skills across dissimilar domains, while novices still have difficulty with the transfer.
Authors: Anthony M. Harrison, Christian D. Schunn
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2580043768