Appendix: What is matter and what are its properties? What would be an example of a physical change and a chemical change in matter? What are the states of matter and how do they differ from each other? How does the arrangement of atoms and molecules affect the properties of matter? What is the concept of density and how it is related to mass and volume? How does temperature affect the state of matter? How would you describe the atomic structure of matter and the role of subatomic particles? What is the difference between an element and a compound, and how are they related to matter? How does pressure affect the state of matter? What would be an example of a real-world application of the properties of matter? Subject: Matter (Physics) Introduction The study of learning and expertise has been a topic of interest in various fields, including physics. Novice and expert learners possess different characteristics that affect their approach to solving problems and making decisions in the field. In this literature review, we summarize the ideas related to the characteristics of novice and expert learners in physics, based on the study of the following sources: How People Learn II: Learners, Contexts, and Cultures (National Academies of Sciences, Engineering, and Medicine, 2018), "A Perspective on the Differences between Expert and Novice Performance in Solving Physics Problems" (Champagne, 1983), and "Judgments of physics problem difficulty among experts and novices" (Fakcharoenphol, Morphew, & Mestre, n.d.). Methodology The methodology used to analyze the sources is phenomenology and qualitative, as the sources aim to describe the characteristics of novice and expert learners and the differences between them. Characteristics of Novice and Expert Learners According to the National Academies of Sciences, Engineering, and Medicine (2018), novice learners tend to focus on memorizing facts and procedures, while expert learners tend to focus on understanding underlying concepts and relationships. Novice learners also tend to rely on surface-level descriptions and examples, while experts tend to rely on deep-level understanding and generalizations. Champagne (1983) supports these findings and adds that expert learners possess a better understanding of the underlying principles of physics, which allows them to make connections between concepts and see patterns in problems. Experts also have a welldeveloped mental representation of physics problems, which enables them to apply their understanding to new and complex problems. On the other hand, novice learners tend to rely on rote memorization and have difficulty applying their understanding to new problems. Fakcharoenphol, Morphew, and Mestre (n.d.) studied the judgments of physics problem difficulty among experts and novices and found that experts were better at accurately assessing the difficulty of physics problems. The authors attribute this to the experts' deeper understanding of the underlying principles of physics, which enables them to see the connections between concepts and identify the key elements of the problem. Novice learners, on the other hand, tended to underestimate the difficulty of problems, which was attributed to their limited understanding of the underlying principles and their reliance on memorization. Conclusion In conclusion, the literature reviewed suggests that novice and expert learners in physics possess different characteristics that affect their approach to solving problems. Novice learners tend to focus on memorizing facts and procedures and have difficulty applying their understanding to new problems, while expert learners have a deep understanding of the underlying principles of physics and can make connections between concepts. Additionally, experts are better at accurately assessing the difficulty of physics problems. These findings highlight the importance of developing deep understanding and promoting expert-like thinking in physics education. References Champagne, A. B. (1983). A Perspective on the Differences between Expert and Novice Performance in Solving Physics Problems. ERIC Number: ED241305. Record Type: Non-Journal. Fakcharoenphol, W., Morphew, J. W., & Mestre, J. P. (n.d.). Judgments of physics problem difficulty among experts and novices. Published by the American Physical Society. National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. National Academies Press.
