A model of domain learning: Reinterpreting expertise as a multidimensional, multistage process.

By Patricia A. Alexander. 2004

135 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/90a245e92b79a8e666bc4bf2acc56eb37944eb16

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Four-Phase Model of Interest Development (2006, background): “It was maintained through her desire to seek more information from the article and her ability to identify with the sense of possibility that facilitation could represent (Alexander, 2004; Hannover, 1998; Krapp, 2002b; Markus & Nurius, 1986).”
An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students (2012, methodology): “Fromanexpert performance approach and according to recent SRL proponents (Alexander, 2004; Zimmerman, 2001, 2006, 2008; see also Willingham, 2004), these students have made active decisions to embark on the road to acquiring expertise in the biological sciences.”
The Multidimensional Knowledge in Text Comprehension framework (2021, methodology): “For example, the model of domain learning (MDL; Alexander, 2003, 2004) proposes that learners move from novice to expert through a series of qualitative, structural changes to their domain-relevant knowledge.”
Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda (2011, background): “Furthermore, while there are a number of other approaches to interest development (Alexander 2004; Krapp 2002; Silvia 2001), Hidi and Renninger’s model is the most relevant to current research because it acknowledges the potential role curiosity can play in each phase, considers interest in a variet”
Interest and Identity Development in Instruction: An Inductive Model (2009, background): “…to reengage particular disciplinary content (science, chess, soccer; henceforth, content2) over time and the psychological state that accompanies this engagement (cf. Hidi & Renninger, 2006; see also Ainley, 2006; Alexander, 2004; Dewey, 1913; Krapp, Hidi, & Renninger, 1992; Silvia, 2006).”
Gender study on the relationships between science interest and future career perspectives (2018, background): “Alexander, P. A. (2004). A model of domain learning: Reinterpreting expertise as a multidimensional, multistage process. In D. Y. Dai, & R. J. Sternberg (Eds.),Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 273–298). Mahwah, NJ: Lawrence”