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The Model of Domain Learning: Understanding the Development of Expertise
Mon, April 16, 4:05 to 5:35pm, Millennium Broadway New York Times Square, Floor: Seventh Floor, Room 7.04Session Type: Structured Poster Session
Abstract
The Model of Domain Learning (MDL) was introduced in 1997 to describe the domain specific and developmental nature of expertise. The MDL uses three interactive components to describe domain-specific learning: knowledge, strategic processing, and interest. As individuals move from the initial stage of acclimation, through competency, and into proficiency, there are systematic changes in the configuration of these components. This model can help educators at various levels better understand the cognitive and motivational factors necessary to help their students build expertise in a domain. This structured poster session will address MDL theory and research including: the components, domain explorations, and extending the MDL. Discussants will offer critique and insights on the posters presented.
Sub Unit
Chairs
Papers
The Model of Domain Learning: Construct Interplays in Academic Development - Michelle Hepfer; Jonna M. Kulikowich, The Pennsylvania State University
Knowledge and the Model of Domain Learning: What We Knew, What We Know, and What Remains Unknown - Pricilla Karen Murphy, The Pennsylvania State University; Carla Marie Firetto, Arizona State University; Mengyi Li, American Institutes for Research
A Meta-Analysis of Strategy Use and Performance in the Model of Domain Learning - Daniel Dinsmore, University of North Florida; Courtney Hattan, University of Maryland - College Park; Alexandra List, The Pennsylvania State University
The Interest Development of Individuals Across Academic Domains - Tamara L. Jetton, Central Michigan University
Domain Explorations of the Model of Domain Learning: Reading - Emily W. Fox, Unaffiliated; Meghan Margaret Parkinson, University of North Florida
New Tools, New Skills, New Teaching: The Impact of Technology-Based Instruction - Kimberly A. Lawless, University of Illinois at Chicago
The Promise of the Model of Domain Learning for Teaching and Learning in K–12 Classrooms - Heather Rogers Haverback, Towson University; Emily Grossnickle Peterson, American University
Knowledge and Belief Change in Academic Development - Yuting Sun, University of Maryland - College Park; Patricia A. Alexander, University of Maryland - College Park; Pricilla Karen Murphy, The Pennsylvania State University
Supporting Teachers' Learning Trajectories: The Model of Domain Learning as an Analytic Lens to Examine Exemplary Programs - Tammy Mills, University of Maine; Helenrose Fives, Montclair State University
Discussants
Patricia A. Alexander, University of Maryland - College Park
Diane L. Schallert, The University of Texas - Austin
Michelle M. Buehl, George Mason University
Ralph E Reynolds, University of Northern Iowa
Dessy S. Stoycheva, University of Northern Iowa
Lucia Mason, University of Padova