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Findings suggest instruction emphasizing domain-specific skills and knowledge rather than generalized problem-solving.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nIDENTIFIERS  \nABSTRACT  \nDOCUMENT RESUME  \nPiburn,Michael D.  \n# Evidence from Meta-Analysis for an Expertise Model ofAchievement in Science.\n\nApr 93  \n40p.;Paper presented at the Annua1 Meeting of theNational Association for Research in Science Teaching(At1anta,GA,Apri115-18,1993).  \nInformation Analyses(070)--Speeches/ConferencePapers(150)  \nMF01/PC02 Plus Postage.  \n*Academic Achievement;Concept Formation;Educationa1Research;Elementary School Science;ElementarySecondary Education;Meta Analysis;Problem Solving;Science Curriculum;*Science Education;ScientificConcepts;Secondary School Science;*Spatial Ability;Thinking Skills;*Verbal AbilityExpert Novice Problem Solving  \nA quantitative synthesis of multivariate studies inscience education during the past ten years yields evidence tosupport a model of achievement in science very much like thatcurrent1y proposed in the literature of expert problem-so1ving.Despite previous claims,spatial visualization and verbal abilitypredict additional variance in achie'vement beyond that which theyshare with general intelligence.Both are also components of mosttheories of expertise.Cognitive ability,scientific reasoning,andprior knowledge al1 add further variance to the regression equation,and are demonstrably separate in their contributions to scientificachievement.Quantitative ability does not appear to be uniquelyseparate from cognitive ability.These results suggest an  \ninstructional program that focuses more on domain-specific ski11s andknowledge than on generalized and problem-solving.(Author)  \n*tkktkk ***k+kc**☆*☆*☆★tkzkkk*+kk*****+*kkkt*+k+kk**→**☆水☆*k☆k*☆*☆**水k六Reproductions supplied by EDRS are the best that can be made六tfrom the original document.水  \nED 361 218  \n\"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYMichael Piburn  \n## EVIDENCE FROM META-ANALYSIS FOR AN EXPERTISEMODEL OF ACHI EVEMENT IN SCIENCE\n\nby  \nMichael D.PiburnCollege of EducationArizona State UniversityTempe,AZ85287-1911  \nPrepared for presentation at the annual meeting of theNational Association for Research in Science Teaching,April15-18,Atlanta,GA.  \nU.8.DEPARTMENT OF EDUCATIONOHice of Educationat Research and ImprovementEDUCATONALRESOURCESINFORMATIONCENTER(ERICI  \nGThis documenl has been reproduced asreBceived from the person ot orgznizationoriginatingit  \n□ Minor changes have been made to improvereproduction guat  \nPoin/s olwiew or opinions staledintbsdocument do not necessanly represenl oficiaOERI poston or policy  \nAbstract  \nA quantitative synthesis of multivariate studies in scienceeducation during the past ten years yields evidence to support amodel of achievement in science very much like that currentlyproposed in the literature of expert problem~solving.  \nDespite previous claims,spatial visualization and verbalability predict additional variance in achievement beyond thatwhich they share with general intelligence.Both are alsocomponents of most theories of expertise.  \nCognitive ability,scientific reasoning,and prior knowledgeall add further variance to the regression equation,and aredemonstrably separate in their contributions to scientific  \nachievement.  Quantitative ability does not appear to be uniquelyseparate from cognitive ability.  \nThese results suggest an instructional program that focusesmore on domain-specific skills and knowledge than on generalizedand problem-solving.  \nEVIDENCE FROM META-ANALYSIS FOR AN EXPERTISEMODEL OF ACHIEVEMENT IN SCIENCE  \n## Introduction\n\nResearch comparing the performances of experts and noviceswithin fields ranging from competitive chess to chicken sexing hasrevealed differences that are as much qualitative as they arequantitative.While it is true that the performance of experts issuperior to that of novices,it is also the case that the strategieswhich they use are markedly different.  \nIn addition,expertise is context specific.  Chess masters haveremarkable memory ca","cbCaidl9opzPzhWE","https://ap.wps.com/l/cbCaidl9opzPzhWE","pdf",563309,"English","# Introduction\n## Review of the Literature","[{\"question\":\"What does the meta-analysis evidence support about science achievement?\",\"answer\":\"It supports an achievement model in science similar to current literature on expert problem-solving.\"},{\"question\":\"Which factors predict achievement beyond general intelligence?\",\"answer\":\"Spatial visualization and verbal ability predict additional variance beyond what they share with general intelligence.\"},{\"question\":\"What instructional implication is suggested by the results?\",\"answer\":\"An instructional program focusing more on domain-specific skills and knowledge than on generalized problem-solving.\"}]","Evidence from Meta-Analysis for an Expertise Model of Achievement in Science | PDF",101]