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Cognitive processes of scientific problem-solving while using simulations: an expert-novice comparison
1College of Chemistry, Chemical Engineering and Materials Science, Soochow University, Suzhou, China.
Frontiers in Psychology
|July 2, 2026
Summary
Experts show deeper cognitive engagement than novices when solving problems using scientific simulations. Novices struggle, often running simulations without careful observation or detailed recording, unlike experts who use logical reasoning and in-depth questioning.
Area of Science:
- Science Education
- Cognitive Psychology
- Simulation-Based Learning
Background:
- Current science standards emphasize using simulations for problem-solving.
- Learners frequently encounter difficulties with simulation-based scientific tasks.
- Limited research exists on cognitive process differences between experts and novices in simulation settings.
Purpose of the Study:
- To compare the cognitive mechanisms of science teachers (experts) and middle school students (novices) using simulations.
- To identify the gap in expertise for simulation-based scientific problem-solving.
Main Methods:
- Think-aloud method employed to gather data.
- Comparison of 12 science teachers (experts) and 12 middle school students (novices).
- Participants used simulations to solve scientific problems.
Main Results:
- Experts exhibited greater cognitive engagement and a more comprehensive task understanding.
- Novices tended to run simulations without detailed observation or recording.
- Experts utilized more logical reasoning, questioning, and decision-making compared to novices' intuitive and hasty responses.
Conclusions:
- Expertise in simulation-based problem-solving involves deeper cognitive engagement and strategic thinking.
- Novices require scaffolding to develop systematic approaches and detailed observation skills in simulation environments.
- Understanding these cognitive differences is crucial for designing effective science education interventions.
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