Rediscovering Learning: Acquiring Expertise in Real World Problem Solving Tasks

Gott, Sherrie P.

doi:10.1037/e444042005-001

Cited by 7 publications

(12 citation statements)

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“…There is a substantial body of work on the benefits of 'situated learning' which tells us that learning is often most effective when it integrates 'theory' and 'practice' in ways that give meaning for the learner (Gott, 1995;Lave and Wenger, 1991;Engestrom 1995 et al;Fuller and Unwin, 1998). The work of Engestrom and colleagues, in particular, highlights the power of affording learners the opportunity to apply knowledge, collectively and critically, to the resolution of unfamiliar problems arising out of 'real' or 'authentic' contexts (Engestrom et al, 1995).…”

Section: Discussionmentioning

confidence: 96%

Reconstructing apprenticeship for the twenty-first century: lessons from Norway and the UK

Payne¹

2002

Research Papers in Education

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The paper is a comparative study of the attempts made to revitalize apprenticeship in the UK and Norway in the 1990s. It begins by outlining a cycle of repeated policy failure to develop a high-quality work-based route in the UK and highlights a set of underlying problems that Modern Apprenticeships (MA) failed to resolve and which remain largely un-addressed by the Labour government's current reform proposals. These include: the limited educational breadth provided by 'key skills'; policy makers' preference for an expanded post-compulsory education system such that the work-based route comes to be seen as 'the provider of last resort' for the socially disaffected; and weak employer engagement indicative of the low demand for skill across large parts of the UK economy.The paper then compares these with the main problems and challenges facing the Norwegian '2+ model' of apprenticeship, introduced in the mid-1990s as part of 'Reform 94'. In an attempt to move beyond of cial evaluation reports, the research draws upon interviews conducted in 2000 and 2001 with Norwegian policy makers, teacher unions and county education of cials along with senior management, teachers and apprentices at seven upper secondary schools. The paper identi es several problems facing the Norwegian apprenticeship model including the overly theoretical nature of the rst two school-based years, issues of student motivation, uneven teacher engagement with the pedagogic goals of Reform 94, resource constraints, and the institutionalized separation between school and workplace. An assessment is then made of the relative prospects for revitalizing apprenticeship in the UK and Norway. The conclusion reached is that, in the face of two very different sets of problems and constraints, the prospects may still be somewhat brighter in Norway.

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Section: Discussionmentioning

confidence: 96%

Reconstructing apprenticeship for the twenty-first century: lessons from Norway and the UK

Payne¹

2002

Research Papers in Education

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“…The PARI technique (Hall, Gott, & Pokomy, 1995) is a specialized interview technique that combines the technique of thinking aloud described by Ericsson and Simon (1993) with expert and novice problem solving activity (Gott, 1998). The Precursor, Action, Results, Interpretation (PARI) procedure utilizes a "situated problem-solving session" where experts demonstrate their knowledge based on a specific problem or context while being probed through structured questioning to elicit knowledge and expert skills.…”

Section: Precursor Action Results Interpretation (Pari)mentioning

confidence: 99%

Concept development for future domains: A new method of knowledge elicitation

Shadrick¹,

Lussier²,

Hinkle³

2005

PsycEXTRA Dataset

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“…The PAR technique (Hall, Gott, & Pokomy, 1995) is a specialized interview technique that combines the technique of thinking aloud described by Ericsson and Simon (1993) with expert and novice problem solving activity (Gott, 1998). The Precursor, Action, Results, Interpretation (PARI) procedure utilizes a "situated problem-solving session" where experts demonstrate their knowledge based on a specific problem or context while being probed through structured questioning to elicit knowledge and expert skills.…”

Section: Precursor Action Results Interpretation (Pari)mentioning

confidence: 99%