共查询到20条相似文献，搜索用时 265 毫秒
1.
HEGE DYPEDOKK JOHNSEN 《Journal of Philosophy of Education》2019,53(2):309-322
Socrates is famous for claiming that ‘I know one thing: That I know nothing’. There is one subject that Socrates repeatedly claims to have expertise in, however: ta erôtika. Socrates also refers to this expertise as his erôtikê technê, which may be translated as ‘erotic expertise’. I argue that the purposes this expertise serve are, to a significant extent, educational in nature: Socrates has certain erotic educational methods that participate in his expertise on erôs. In addition, I suggest that Socrates uses two kinds of psychological techniques while practicing his erotic expertise through these erotic educational methods. 相似文献
2.
This study examined how children's intuitions and informants’ expertise influence children's trust in informants’ claims. Three‐ to 8‐year‐olds (N = 192) watched videos in which experts (animal/biology experts or artifact/physics experts) made either intuitively plausible or counterintuitive claims about obscure animals or artifacts. Claims fell either within or beyond experts’ domains of expertise. Children of all ages were more trusting of claims made by informants with relevant, as opposed to irrelevant, expertise. Children also showed greater acceptance of intuitive rather than counterintuitive claims, a differentiation that increased with age as they developed firmer intuitions about what can ordinarily happen. In summary, children's trust in testimony depends on whether informants have the relevant expertise as well as on children's own developing intuitions. 相似文献
3.
This article selectively reviews literature on the development of expertise in counseling and on assessment tasks of professional psychologists. Relevant theories of the development of expertise are reviewed, as well as selected research on medical diagnostic expertise. Whereas counselor development models have become widely used conceptual tools, similar theories from the expertise literature have been relatively neglected despite their promise. Design features and research issues from investigations of medical diagnostic expertise, including the use of forward and backward reasoning processes, might help operationalize expertise in professional psychology. 相似文献
4.
Min Yang 《Teaching in Higher Education》2013,18(6):601-613
To equip graduates with the capability to meet complex demands of work and life, it is important that higher education teachers engage students in self-sustained learning – the persistent, self-initiated pursuit of expertise development in one's subject area. This requires building a positive synergy between learning and teaching, which implies various potential difficulties for teachers. Based on a critical analysis of these difficulties, it is proposed that self-sustained learning can be nurtured when teachers activate a form of dialogic reflective practice that prioritizes students’ subject expertise development. Relevant strategies are suggested and potential difficulties in implementing them are examined. These strategies are synthesized as the ISEE framework: (1) employing Inquiry-based Scaffolding Tasks to motivate students’ learning interests and scaffold their progress; (2) encouraging Engaging Classroom Dialogs to help students’ development of subject expertise and an active learner identity; and (3) using Engaged Critical Reflections to build close and trusting teacher–student relationships. 相似文献
5.
Antje Proske Susanne Narciss Danielle S. McNamara 《Journal of Research in Reading》2012,35(2):136-152
Research on expert performance suggests that deliberate practice provides optimal opportunities for expertise development. This study examined whether the provision of computer‐based scaffolding (CBS) guiding deliberate practice facilitates students' development of writing expertise. A CBS environment escribo was designed to externally support expert writing activities, generate feedback and offer opportunities to practise corrected performance in academic writing. There were two testing times. First, the effects of practising writing with escribo were compared with the effects of a practice‐only situation without support. Second, a post‐test comprised composing an essay discussing an academic position without scaffolding. Results revealed that the escribo group at both testing times wrote essays of better comprehensibility than students in the practice‐only group. Furthermore, at both testing times the escribo group expended significantly more time on prewriting. These findings suggest that CBS guiding deliberate practice may be a promising means to facilitate the development of writing expertise. 相似文献
6.
Sport scientists have examined numerous factors influencing the acquisition and manifestation of high levels of performance. These factors can be divided into variables having a primary influence on expertise and variables that have a secondary influence through their interaction with other variables. Primary influences on expertise include genetic, training, and psychological factors while secondary influences include socio‐cultural and contextual elements. This paper reviews the factors affecting the development of expert performance in sport and suggests directions for future research. 相似文献
7.
Susan A. Yoon Jessica Koehler-Yom Emma Anderson Joyce Lin Eric Klopfer 《Research in Science & Technological Education》2013,31(2):237-251
Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention.Purpose: We propose a model of adaptive expertise to better understand teachers’ classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas.Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14–47% advanced science proficiency.Design and methods: We used a holistic multiple case study methodology and collected data during the 2011–2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings.Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise.Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach. 相似文献
8.
9.
Harald A. Mieg 《High Ability Studies》2009,20(1):91-115
The aim of this article is to empirically clarify factors and conditions of expertise. In addition to the core concept of expertise as excellence, a second factor needs to be taken into account: professionalism, or professional engagement. This hypothesis was tested and confirmed using data obtained from a survey on Swiss environmental professionals (n = 3514). The empirical test was based on factor analyses (Study 1) and a structural equation model (Study 2). The expertise scale consisted of nine items for self‐assessed perceived expertise amongst professional peers (α = .78). Excellence turned out to be a logarithmic function of years of practice (Study 3). Professionalism prevailed in domains where standards for best practices still needed to be established (Study 4). 相似文献
10.
ABSTRACTThis study focuses on how young people read and discuss two political documentary films, Labor Day and Hillary: The Movie. We were specifically interested in the impact of the film viewing and discussion on participants’ beliefs about the issues in the films, how they view evidence and expertise in the films, and how the session impacted their views of documentaries as a source. Groups were designed according to composite political scores and individuals (n?=?30) were selected to form liberal, conservative, and two mixed groups (strong and moderate) for the viewing and discussion. Our analysis illustrates the power of political ideology in shaping how expertise is viewed and how evidence is warranted in film – and the role of social context and peer discussion in this process. Implications for media and democratic education in times of political polarization are discussed. 相似文献
11.
AbstractExpertise is extended by becoming immersed in cultural practices. We look at an example of mathematical expertise in which immersion in cognitive practices results in the transformation of expert performance. 相似文献
12.
Psychological Expertise and the Role of Individual Differences: An Exploration of Issues 总被引：1，自引：0，他引：1
Rodney K. Goodyear 《Educational Psychology Review》1997,9(3):251-265
Cognitive scientists have suggested that individual differences are relatively unimportant in predicting who will become an expert in any particular domain. This stance is at variance with the admissions screening practices of graduate programs in professional psychology as well as with counseling psychology's individual differences tradition. The purpose of this article was to consider some of the issues involved on both sides of this apparent contradiction, with particular emphasis on expertise in professional psychology. I first examine some of the possible operational definitions of expertise in this domain. I then consider salient literature and conclude that there almost certainly are threshold levels of intellectual and interpersonal skills that trainees in professional psychology should have. Beyond these levels, though, it may be that motivation and persistence are the most important variables in predicting the eventual attainment of expertise in professional psychology. 相似文献
13.
JILL YIELDER 《International Journal of Lifelong Education》2013,32(1):60-80
The nature of professional expertise has been widely debated in the literature. However it has been examined primarily from a dichotomy of perspectives—either from an experiential or a cognitive focus, without the attempt to integrate these, and other aspects of expertise into an integrated and coherent model. This article presents the conclusions and a model of professional expertise emerging from a study set in the context of medical imaging in Auckland, New Zealand. The aims of this study were to: (a) evaluate the contrasting models of professional expertise; (b) demonstrate that the theoretical knowledge base and cognitive development of professionals cannot be separated from practice, and that current models of expertise inadequately integrate these dimensions; and (c) advance an integrated model of expert professional practice, which was refined through empirical research in the field of medical imaging. The study used a case study research method, and gathered data using interviews and critical incident recording from expert professionals over an extended time frame. This method was employed in order to uncover the interaction of significant factors characteristic of professional expertise. This required an in‐depth approach and the extensive collection of contextually relevant data to enable the understanding required. Findings showed that while expertise is situated in the context of practice, it incorporates several dimensions working together in an integrated, seamless fashion through the medium of the individual practitioner. The participants identified and illustrated that expertise in medical imaging is a synthesis of a particular knowledge base, the cognitive processes, personality and internal processes of the practitioner. It manifests through, and builds on, interpersonal relationships with patients and other professionals, and is expressed through the actual doing of professional practice. It is through the reflexive examination of practice and management of change that professionals may transform these integrated aspects into the qualitative state of expertise. The study has implications for future research in other domains of professional expertise, and for the design and implementation of programmes of professional education, both formal and continuing professional development. 相似文献
14.
Peter Jae Fadde 《Educational technology research and development : ETR & D》2009,57(3):359-376
Expertise in domains ranging from sports to surgery involves a process of recognition-primed decision-making (RPD) in which
experts make rapid, intuitive decisions based on recognizing critical features of dynamic performance situations. While the
development of expert RPD is assumed to require years of domain experience, the transition from competence to expertise may
potentially be hastened by training that specifically targets the recognition aspect of RPD. This article describes a recognition training approach that is based on expertise theories, research findings,
and laboratory measurement techniques. This approach repurposes laboratory research tasks as deliberate practice training
tasks. Although pioneered in sports expertise research, this approach is appropriate for pre-service and in-service professionals
in a wide range of domains that involve rapid, recognition-primed decision-making.
Peter Jae Fadde is Assistant Professor of Instructional Technology and Instructional Design in the Department of Curriculum and Instruction within the College of Education and Human Services at Southern Illinois University-Carbondale and co-coordinator of the Collaboratory for Interactive Learning Research at SIU-C. 相似文献
| Peter Jae FaddeEmail: |
Peter Jae Fadde is Assistant Professor of Instructional Technology and Instructional Design in the Department of Curriculum and Instruction within the College of Education and Human Services at Southern Illinois University-Carbondale and co-coordinator of the Collaboratory for Interactive Learning Research at SIU-C. 相似文献
15.
Kelly E Matthews Peter Adams Merrilyn Goos 《Assessment & Evaluation in Higher Education》2017,42(4):564-579
In the biosciences, quantitative skills are an essential graduate learning outcome. Efforts to evidence student attainment at the whole of degree programme level are rare and making sense of such data is complex. We draw on assessment theories from Sadler (evaluative expertise) and Boud (sustainable assessment) to interpret final-year bioscience students’ responses to an assessment task comprised of quantitative reasoning questions across 10 mathematical and statistical topics. The question guiding the study was: do final year science students graduate knowing the quantitative skills that they have, and knowing the quantitative skills that they do not have? Confidence indicators for the 10 topics gathered students’ perceptions of their quantitative skills. Students were assigned to one of four categories: high performance-high confidence; low performance-low confidence; high performance-low confidence; or low performance-high confidence – with those in the first two categories demonstrating evaluative expertise. Results showed the majority of students effectively evaluated their quantitative skills as low performance-low confidence. We argue that the application of evaluative expertise to make sense of this graduate learning outcome can further the debate on how assuring graduate learning outcomes can enhance student learning. 相似文献
16.
The nature of expertise in astronomy was investigated across a broad spectrum of ages and experience in China and New Zealand. Five hypotheses (capable of quantification and statistical analysis) were used to probe types of expertise identified by previous researchers: (a) domain-specific knowledge-skill in the use of scientific vocabulary and language and recognising relationships between concepts in linguistic and schematic forms; (b) higher-order theory in terms of conceptual structure and enriched scientific knowledge and reasoning; with an expectation of cultural similarity. There were 993 participants in all, age 3–80 years, including 68 junior school pupils; 68 pre-school pupils; 112 middle-school students; 109 high-school students; 79 physics undergraduates; 60 parents; 136 pre-service primary teachers; 131 pre-service secondary teachers; 72 primary teachers; 78 secondary teachers; 50 amateur astronomers and astronomy educators; and 30 astronomers and physicists; with approximately equal numbers of each group in both cultures; and of boys and girls in the case of children. For them, the methodology utilised Piagetian interviews with three media (verbal language, drawing, play-dough modelling), and for adults a questionnaire inviting responses in writing and drawing was used. The data from each group were categorised into ordinal scales and then analysed by means of Kolmogorov–Smirnov two-sample tests. The findings supported the hypotheses with evidence of all forms of expertise increasing with experience in both cultures (α level 0.05). The relative gains, overlaps and deficits in expertise across the novice-expert continuum are explored in detail. 相似文献
17.
Counseling development models have many of the same purposes and address many of the same phenomena as the cognitive science models of expertise. But these two model types have been developed independently and each has drawn only minimally from the other. The purpose of this article is to point out some of the similarities and differences between the model types. 相似文献
18.
Thomas M. Skovholt Michael Helge Rønnestad Len Jennings 《Educational Psychology Review》1997,9(4):361-369
The expertise literature within cognitive science has provided a rich series of ideas which can be used to improve applied practice. The authors of the articles in this special issue have taken many of these ideas and made useful elaborations and extensions. In reaction to the articles, we suggest five blocks to a full utilization of the expertise literature and other constructs in practitioner development. These blocks are: (a) the need to go beyond the cognitive realm to the working alliance for the fundamental construct in the domain; (b) the need to realize that the novice-to-expert path takes a long time—perhaps 15 years—to travel; (c) the inappropriate use of a short experience differential in comparative studies of novices and experts; (d) the importance of reflection for development; and (e) the need for professors, in order to be experts, to also be practitioners in the domain. 相似文献
19.
Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers 
下载免费PDF全文
下载免费PDF全文 《科学教学研究杂志》2017,54(9):1121-1142
20.
《Chinese Education & Society》2013,46(1):85-96
Proposal On the Seventh Five-Year Plan by the Central Committee of the Chinese Communist Party (Excerpt): [We should] increase the number of students we send overseas in a planned way, and at the same time properly arrange for the employment of repatriated students in such a way that their special strengths and expertise can be given full play and developed. 相似文献