Commentary: Reconceptualizing School Learning Using Insight From Expertise Research

By Giyoo Hatano, Y. Oura. 2003

359 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0a60eb26ae36f120f04f4a45b853298ce5631bf7

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Citations in the corpus

Student Teaching’s Contribution to Preservice Teacher Development (2013, background): “…kind of “adaptive expertise” needed to be both efficient and innovative within an ever-changing environment requires that PSTs learn to operate at the nexus of thought and action and to connect one to the other in purposeful, principled ways (Bransford, Brown, & Cocking, 2000; Hatano & Oura, 2003).”
How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them (2012, background): “…if authorship becomes a general practice that students regularly participate in, it may promote the practices of generating new knowledge and engaging in adaptive problem solving (Hatano & Inagaki, 1986; Hatano & Oura, 2003; Schwartz et al., 2005; Schwartz, Chase, & Bransford, 2012/this issue).”
Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adults' Lives (2017, background): “Hatano and Oura (2003) have proposed that students with adaptive expertise develop “flexible, innovative, and creative competencies” (p. 28) and can propose and modify procedures, apply their ideas, and respond flexibly to different situations.”
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, background): “However, the aspect of peak performance and striving for perfection that guides expertise research is abandoned in the context of teaching (Besser and Krauss 2009 ; Ericsson 2006 ; Hatano and Inagaki 1986 ; Hatano and Oura 2003 ).”
The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity (2004, methodology): “…extensive research defining "novice-expert differences" reasoning and task performance in science was used to inform pedagogy (Chi, Glaser, & Farr, 1988), but it did not sufficiently heed the adaptive expertise of the mature practitioner in contrast to routine expertise (Hatano & Oura, 2003).”
Building creative thinking in the classroom: From research to practice (2013, background): “Besides creating mental models, Hatano and Oura (2003) argue that individuals can build flexible knowledge through practice that has varied and changing demands.”
The Development of Expertise: The Journey From Acclimation to Proficiency (2003, background): “Despite this impressive list of contributions, it has proven difficult to translate the findings of past generations of expert/ novice research into educational practice (Ericsson & Smith, 1991; Hatano & Oura, 2003).”
State of the art – teacher effectiveness and professional learning (2014, positive): “This conceptualization of professionalism and development as one of adaptive expertise is gaining considerable currency among the research and professional community (Bransford, Darling-Hammond, & LePage, 2005; Hammerness et al., 2005; Hatano & Oura, 2003).”
Perspectives into learning at the workplace (2008, background): “I suggest that, to be successful, school learning should adopt certain features of workplace learning and of the development of expertise (see, Hatano & Oura, 2003; Tynjälä et al., 2003) and, correspondingly, workplace learning should be developed by utilising strong features of formal school…”
Flexible and adaptive use of strategies and representations in mathematics education (2009, background): “Apart from the routine approach of teaching one main strategy, other innovative forms of instruction that aim at ‘‘adaptive expertise’’ rather than at ‘‘routine expertise’’ are hardly investigated (Baroody & Dowker, 2003; Hatano & Oura, 2003; Verschaffel et al., 2009).”
Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts (2005, background): “It may seem inefficient to have children waste time developing inappropriate structures and interpretations—why not just tell or show them the correct procedure to start with? One answer is that giving the solution before children have actively engaged in the quantitative challenge prevents the chil”