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Do Psychology Researchers Tell It Like It Is? A Microgenetic Analysis Of Research Strategies And Self-Report Accuracy, David F. Feldon
Do Psychology Researchers Tell It Like It Is? A Microgenetic Analysis Of Research Strategies And Self-Report Accuracy, David F. Feldon
Instructional Technology and Learning Sciences Faculty Publications
Acquiring research skills is considered to be a highly challenging aspect of developing expertise in the social sciences. Because instruction and mentoring in these skills are typically grounded in the self-report of researchers, difficulties in learning the material may be due to the content and accuracy of these explanations. Using a mixed-method, microgenetic design, this study examines the explanations of problem-solving processes by researchers along a continuum of expertise during simulated experiment design and subsequent data analysis. Findings indicate that participants’ self-explanations are largely inaccurate. Further, frequency of inaccurate statements is positively associated with the frequency of abstract cognitive processes, …
Implications Of Research On Expertise For Curriculum And Pedagogy, David F. Feldon
Implications Of Research On Expertise For Curriculum And Pedagogy, David F. Feldon
Instructional Technology and Learning Sciences Faculty Publications
Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies. However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994; Cooke & Breedin, 1994). This article evaluates research on experts’ cognition, the accuracy of experts’ self-reports, and the efficacy of instruction based on experts’ self-reports. Analysis of this evidence indicates that experts’ free recall of strategies introduces errors and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based …