Knowledge restructuring through case processing: The key to generalise expertise development theory across domains?

Development of Group-Based Differentiated Learning (GBDL) Models

“…The Group-Based Differentiated Learning Design was developed based on the aspects of Learning syntax as follows; (a) Analysis of students' characteristics of interest, readiness, and learning profile; (b) Analysis of curriculum elements (content, process, and product) that can be modified; (c) Conditions of the learning environment; (d) Assessment is designed continuously and integrated; (e) Objectives formulated and developed in the form of abilities; (f) Development of learning activities refers to the stages of orientation, general exploration, mastery of learning techniques, investigation, evaluation, and follow-up; (g) The curriculum components in learning design prioritizes the components of objectives, the content of subject matter, learning activities, and evaluation of learning developed systematically and systemically; (h) The format of the learning design can be developed flexibly depending on the needs of developing learning programs and the applicable curriculum. This finding is in line with [16], which focused on the balancing acts of building positive relationships with students.…”

“…The first group resolves general problems with individuals who collaborate, and the product is a general problem-solving portfolio. This finding is supported by [16], which stated that learning outcomes serve as references for preceding teaching and assessment activities that help students construct learning. Furthermore, students in the first group choose one or two sub problems to be studied more deeply in the second group whose members chose the same sub-problem.…”

“…This is in line with the concept of the group investigation approach, which involves placing students in the context of a social system with democratic and cooperative processes and provides opportunities for individuals to learn optimally. According to [16] students are provided the opportunity to learn based on higher-order thinking processes such as analytical, hypothesis, and scientific, especially in the learning process through problem-solving and inquiry. Cooperative learning is organized to conduct student activities in small groups in collaboration between students in learning [12].…”

Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom

“…For instance, reading a text in a language lesson will require different viewing patterns than a hands-on biology class where pupils experiment themselves. It is difficult thus, to draw conclusions from one study to another, albeit not impossible as has been recently pointed out for expertise research by Boshuizen et al (2020) through knowledge restructuring by processing cases.…”

Using Prompts to Scaffold Metacognition in Case-Based Problem Solving within the Domain of Attribution Theory

“…Confronted with a familiar problem they can easily activate an existing problem-solving schema, adapt it to the current problem and, thus, solve the problem. Experts -compared to novices -spend more time on analyzing a given problem and usually rely on a forward problem-solving strategy by familiar problems (Boshuizen, Gruber & Strasser, 2020). Experts are able to control, to monitor, and to evaluate their own problem solving and, thus, use metacognitive strategies more frequently than novices (Richey & Nokes-Malach, 2015).…”