Abstract
This study examines three aspects of reasoning in biological science: (1) how biochemists solve a problem involving a disorder of metabolism, (2) how they explain the solution and (3) how these experts differ from students. A methodology for explicitly describing biochemical knowledge is developed and applied to transcripts of reasoning to infer reasoning strategy from the way subjects use that knowledge. Two strategies are described: the normal-function strategy, which is based upon normal causal mechanisms, and the known-pathology strategy, which relies upon knowledge of pathology as well as normal causal mechanisms. The results suggest that in problem solving, experts use a greater variety of strategies than novices, and in the explanation, experts use a more general form of the normal-function strategy than novices. Three implications for science education are discussed: the organization of knowledge, problem-solving strategy, and explaining a solution to a problem.
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Ploger, D. Reasoning and the structure of knowledge in biochemistry. Instr Sci 17, 57–76 (1988). https://doi.org/10.1007/BF00121234
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DOI: https://doi.org/10.1007/BF00121234