Abstract
This chapter presents a study of expert–novice differences between computer users. The results of expert–novice difference studies of computer users are consistent with corresponding research in other problem solving domains. The knowledge-based approach to assessing expert–novice differences offers a fruitful theoretical framework. The list of four types of knowledge offers a starting point, but future theoretical work is needed to specify the nature of what experts and novices know. The logical goal of this theoretical work is the development of precise models corresponding to expert and novice computer users. Research on expert–novice differences in computer users also suggests some tentative practical implications, all of which require additional study. First, to the degree that experts and novices differ with respect to the knowledge they possess, there is a role for training and education. To become an expert requires the acquisition of a body of knowledge, much of which can be taught. Second, this line of research offers some suggestions concerning how programming should be taught.
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