The Implications of Research on Expertise for Curriculum and Pedagogy

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Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom (2020, background): “Thereby the emphasis is put on the difference between seeing/noticing events in the classroom and interpreting/reasoning about them appropriately (Feldon 2007; Van Es and Sherin 2002).”
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, background): “This not only means that they perform very fast and tend to skip steps (Blessing and Anderson 1996; Kalyuga and Sweller 2004), which might make it difficult for students to see or follow what the model is doing but also means that the model may have difficulty verbalizing what s/he is doing because ”
Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity (2007, background): “Thus, researchers have examined only a subset of teachers’ cognitive activities utilizing data that often suffer from validity problems (Ericsson & Simon, 1993; Feldon, 2007; Nisbett & Wilson, 1977).”
In the eyes of the beholder: How experts and novices interpret dynamic stimuli (2010, background): “Many instructional materials directly or indirectly convey expert knowledge to learners (Feldon, 2007).”
The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students (2015, unknown): “Feldon, 2007).”