Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-educators-dr-robert-hausmann/1-5-2-expertise-2

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Cognitive Science for Educators - Dr Robert Hausmann](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-educators-dr-robert-hausmann.md) › Expertise 2

# Expertise 2

CPD: Cognitive Sciences Level 3 (by Dr Robert Hausmann), topic 1.5.2

## Experts and Novices

In the same study by Chi et al. comparing physics experts and novices, the scientists also asked both groups to sketch out a solution.

![](https://image-v2.cdn.app.senecalearning.com/2021-02/ec3a1bca-43cf-42c9-bd28-a971a4209409/card.png)

- Then
they converted the verbal reports into production rules, which looked like
the image above.

![](https://image-v2.cdn.app.senecalearning.com/2021-02/ec3a1bca-43cf-42c9-bd28-a971a4209409/card.png)

- This analysis suggests that the novice was able to determine that this was
a “block problem,” but was not sure what to do after that. 
 - Categorizing the problem did not lead to an obvious action. 
- Thus, when teaching these
kinds of problem-solving procedures to novices, it may be helpful to
present the material in terms of production rules that are aligned with
how experts think about the problem.

## Well done!

Thank you for completing our CPD course.
We hope you've enjoyed it and that it has given you some ideas for your own classroom.

[GIF: ](https://i.giphy.com/media/v1.Y2lkPTc5MGI3NjExNzNjYmVuY29hdGwyMHNycGFheGI0a29mNjA4ZGVtanF2ZTh0NTZ3OSZlcD12MV9pbnRlcm5hbF9naWZfYnlfaWQmY3Q9Zw/l0MYCn3DDRBBqk6nS/giphy.mp4)

## Test yourself on Expertise 2

- Why is it important to provide students with varied problem situations?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/022724a5-f3e7-4059-b0b7-130a877374e4/section/46d6edd5-27ff-4c89-8ee2-090f0211ddca/session)

- Previous topic: [1.5.1 Expertise 1](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-educators-dr-robert-hausmann/1-5-1-expertise-1.md)

## CPD: Cognitive Sciences Level 3 (by Dr Robert Hausmann) contents

### 1 Cognitive Science for Educators
- 1.1 Mental Models
  - [1.1.1 Mental Models](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-educators-dr-robert-hausmann/1-1-1-mental-models.md)
- 1.2 Explanatory Depth
  - [1.2.1 Explanatory Depth](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-educators-dr-robert-hausmann/1-2-1-explanatory-depth.md)
- 1.3 The Generation Effect
  - [1.3.1 The Generation Effect](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-educators-dr-robert-hausmann/1-3-1-the-generation-effect.md)
- 1.4 Self-Explaining
  - [1.4.1 Self-Explaining 1](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-educators-dr-robert-hausmann/1-4-1-self-explaining-1.md)
  - [1.4.2 Self-Explaining 2](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-educators-dr-robert-hausmann/1-4-2-self-explaining-2.md)
- 1.5 Expertise
  - [1.5.1 Expertise 1](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-educators-dr-robert-hausmann/1-5-1-expertise-1.md)
  - [1.5.2 Expertise 2](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-educators-dr-robert-hausmann/1-5-2-expertise-2.md)