Development of Conceptual Understanding and Problem Solving Expertise in Chemistry

How does the development of expertise influence problem solving performance? Specifically, do characteristics of expert behavior such as attention to deep features while problem solving and planning solution strategies emerge simultaneously or sequentially? Further, is there evidence that conceptual understanding of the meaning behind calculations can be attributed to differences in problem solving? An analysis of expert/novice problem solving revealed three stages of expertise. Novices failed to attend to deep features while problem solving (e.g., choosing which values to use in a formula) and failed to demonstrate planning of solution strategies. Advanced novices attended to deep features while carrying out specific problem steps, but did not use conceptual information to plan an effective strategy. Finally, experts attended to deep features and used conceptual information to plan effective solution strategies. An analysis of protocol data suggests that problem solving performance relates to a conceptual understanding of the quantities involved in calculations.