Examined the problem-solving performances of novices (11 undergraduates) and experts (9 graduate students and instructors), comparing them in terms of background expertise and problem-solving success. Also examined problem-solving behaviors reported in other domains and determined whether or not genetics is a fruitful area for problem-solving…

When the term "problem" is defined as a task requiring analysis and reasoning toward a goal, it is seen that the performance of the problem solver is narrowly delimited by the domain, form, and complexity of the problem and the characteristics of the solver. Tenets of a unified theory of problem solving are discussed, concerning what the…

This paper is a progress report of the first phase of a project which essentially seeks to replicate previous studies using the successful/unsuccessful design in an attempt to: (1) corroborate the surface/deep structure conclusion which has become an essential component of an understanding of problem-solving; (2) examine more closely the nature of…

Both teachers and students alike acknowledge that genetics and genetics problem-solving are extremely difficult to learn and to teach. Therefore, a number of recommendations for teaching college genetics are offered. Although few of these ideas have as yet been tested in controlled experiments, they are supported by research and experience and may…

Nine undergraduate science and non-science majors (novices) who had recently completed their first college classroom study of genetics and seven genetics graduate students and biology instructors (experts) were videotaped as they attempted to solve a selected group of seven moderately complex classifical genetics problems and three Piagetian tasks…

Characteristics of successful and unsuccessful problem solvers in categorization tasks are examined in this study of undergraduate students. Findings are reviewed of the categorization and solution tasks undertaken by a group (N=21) of science majors at a private university. The subjects were classified as either successful or unsuccessful in…

The mental representations used by experts and novices for organizing their knowledge of a discipline have been studied by observing the categorization schemes these subjects produce when presented with a diverse group of problems. In this study, seven biology faculty, eight certified genetic counselors, and 26 students were asked to organize a…

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…

Compares 7 biology faculty members, 9 genetic counselors, and 26 undergraduate students according to both expertise and problem-solving success within the domain of genetics. Findings are consistent with the hypothesis that as expertise is attained, the individual restructures knowledge into a framework based upon the critical dimensions which…

Review of literature concerning problem solving in genetics and Piagetian stage theory. Authors conclude the research suggests that formal-operational thought is not strictly required for the solution of the majority of classical genetics problems; however, some genetic concepts are difficult for concrete operational students to understand.…