Original Paper

Educational Psychology Review

, Volume 19, Issue 2, pp 91-110

The Implications of Research on Expertise for Curriculum and Pedagogy

  • David F. FeldonAffiliated withDepartment of Educational Studies, College of Education, University of South Carolina Email author 

Rent the article at a discount

Rent now

* Final gross prices may vary according to local VAT.

Get Access

Abstract

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 on these findings, the article provides a theoretical explanation of experts’ self-report errors and discusses implications for the continued improvement of instructional design processes.

Keywords

Expertise Self-report Knowledge elicitation Instruction Automaticity