'Expert' and 'novice' subjects' approaches to genetic problem solving in a computer-based setting

A small group of subjects differing in levels of expertise in genetics undertook a problem-solving task in a computer-based setting. Transcripts of 'think-aloud' protocols were obtained. Data revealed contrasts between expert and novice subjects in their approaches to the problem, and differences both in inferred understanding of genetic concepts and procedural knowledge. Experts carried out prior planning by identifying suitable strategies; they displayed well developed content knowledge, and appropriate use of procedures in which sequences of procedures were grouped into single productions. In contrast, novices showed poor planning, used a 'try-it-and-see' approach to selection of crosses, and confused some basic concepts. Problem tasks of the type identified in this study complement other learning experiences, and have the potential to assist learners to enhance their understanding of genetic concepts. [Author abstract]