Meta-knowledge and the development of expertise in complex domains

Expertise is seen as the ability to carry out certain types of tasks, requiring the application of knowledge of a complex domain. Meta-knowledge or 'knowledge about knowledge' consists of two components: a cognitive or low level component, comprising abstract and epistemological knowledge about the domain and the task performance and knowledge acquisition strategies of the domain, and a metacognitive or high level component, comprising knowledge of the person's own domain knowledge and task performance and knowledge acquisition strategies. A closer analysis of the two components and their elements reveals the role of meta-knowledge in expertise, especially for metacognitive regulation. Possible consequences for instruction in academic fields focusing on expertise are discussed

Does physics instruction foster university students' cognitive processes? : a descriptive study of teacher activities

This study aims at giving a systematic description of the cognitive activities involved in teaching physics. Such a description of instruction in physics requires a basis in two models, that is, the cognitive activities involved in learning physics and the knowledge base that is the foundation of expertise in that subject. These models have been provided by earlier research. The model of instruction distinguishes three main categories of instruction process: presenting new information, integrating (i.e., bringing structure into) new knowledge, and connecting elements of new knowledge to prior knowledge. Each of the main categories has been divided into a number of specific instruction processes. Hereby any limited and specific cognitive teacher activity can be described along the two dimensions of process and type of knowledge. The model was validated by application to lectures and problem-solving classes of first year university courses. These were recorded and analyzed as to instruction process and type of knowledge. Results indicate that teachers are indeed involved in the various types of instruction processes defined. The importance of this study lies in the creation of a terminology that makes it possible to discuss instruction in an explicit and specific way