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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, …
Cognitive Load And Classroom Teaching: The Double-Edged Sword Of Automaticity, David F. Feldon
Cognitive Load And Classroom Teaching: The Double-Edged Sword Of Automaticity, David F. Feldon
Instructional Technology and Learning Sciences Faculty Publications
Research in the development of teacher cognition and teaching performance in K–12 classrooms has identified consistent challenges and patterns of behavior that are congruent with the predictions of dual-process models of cognition. However, cognitive models of information processing are not often used to synthesize these results. This article reviews findings from the research on teaching and teacher education through the lens of a dual-process model and emphasizes the role that cognitive load plays in driving teaching performance. Data reflecting the salience of automaticity and its relationship with cognitive overload are highlighted, and implications for teacher preparation and inservice training strategies …
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 …