Table 2 Change in knowledge structure in students who used a diagnostic scheme.
From: Using a conceptual framework during learning attenuates the loss of expert-type knowledge structure
Short-term knowledge structure | |||
|---|---|---|---|
Novice-type | Expert-type | ||
Long-term knowledge structure | Novice-type | 2 | 8 |
Expert-type | 6 | 8 | |