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The Implications of Research on Expertise for Curriculum and Pedagogy

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An Erratum to this article was published on 13 January 2007

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.

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Notes

  1. Task constraints do not include an individual’s intelligence. Data from a number of studies indicate that expert performance is not significantly correlated with measures of general or fluid ability (Ceci & Liker, 1986; Doll & Mayr, 1987; Ericsson & Lehmann, 1996; Hulin, Henry, & Noon, 1990; Masunaga & Horn, 2001).

  2. In the automaticity literature, this property is commonly referred to as ballisticity (Hermans, Crombez, & Eelen, 2000; Logan & Cowan, 1984).

  3. Lee (2003) reports that only 8 of 318 studies met these criteria from a search of the following databases: Applied Science Technology, ArticleFirst, CTA Resource, Dissertation Abstract Index, ED Index, ERIC, IEEE, INSPEC, PsycINFO, and Elsevier ScienceDirect.

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Acknowledgments

The author gratefully acknowledges Dr. Margaret Gredler for her assistance in revising this manuscript. The considerable time and effort she invested was essential to its completion.

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  1. Department of Educational Studies, College of Education, University of South Carolina, Columbia, South Carolina, 29208, USA

    David F. Feldon

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An erratum to this article is available at http://dx.doi.org/10.1007/s10648-006-9041-0.

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Feldon, D.F. The Implications of Research on Expertise for Curriculum and Pedagogy. Educ Psychol Rev 19, 91–110 (2007). https://doi.org/10.1007/s10648-006-9009-0

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