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Advancing The Practice Of Cognitive Task Analysis: A Call For Taxonomic Research, Kenneth A. Yates, David F. Feldon
Advancing The Practice Of Cognitive Task Analysis: A Call For Taxonomic Research, Kenneth A. Yates, David F. Feldon
Instructional Technology and Learning Sciences Faculty Publications
Cognitive task analysis (CTA) captures unobservable cognitive processes, decisions and judgments of expert performance. Over 100 different CTA methods are identified in prior literature. However, existing classifications typically sort techniques by process rather than outcome, application or causal mechanism. Therefore, techniques can be misapplied and comparative analysis of methods made difficult. Based on the frequency distribution of CTA methods in 1065 studies, a subsample representing 60% of the most frequently published methods was coded based on elicitation and analysis techniques. Consistency of resulting applications was assessed. Inconsistent matching of CTA methods and subsequent applications indicate CTA is currently more craft …
Translating Expertise Into Effective Instruction: The Impacts Of Cognitive Task Analysis (Cta) On Lab Report Quality And Student Retention In The Biological Sciences, David F. Feldon, Briana Crotwell Timmerman, Krik A. Stowe, Richard Showman
Translating Expertise Into Effective Instruction: The Impacts Of Cognitive Task Analysis (Cta) On Lab Report Quality And Student Retention In The Biological Sciences, David F. Feldon, Briana Crotwell Timmerman, Krik A. Stowe, Richard Showman
Instructional Technology and Learning Sciences Faculty Publications
Poor instruction has been cited as a primary cause of attrition from STEM majors and a major obstacle to learning for those who stay [Seymour and Hewitt [1997]. Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview]. Using a double-blind design, this study tests the hypothesis that the lack of explicit instructions in scientific inquiry skills is a major factor in both low STEM retention and academic underperformance. This project delivered supplemental instruction to students in a laboratory-based undergraduate biology course (n = 314) that was derived either from cognitive task analyses (CTAs) conducted with expert biologists (treatment) …