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“The expert student” “ one who recognises the existence and complementary purposes of different knowledge structures, and seeks to integrate them in the application of practice ” Kinchin, I.M. (2011) Visualising knowledge structures in biology: discipline, curriculum and student understanding.

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slide1

“The expert student”

“one who recognises the existence and complementary purposes of different knowledge structures, and seeks to integrate them in the application of practice”

Kinchin, I.M. (2011)

Visualising knowledge structures in biology: discipline, curriculum and student understanding.

Journal of Biological Education, 45(4): 176 - 182

slide2

Source: Kinchin & Cabot (2010) London Review of Education, 8(2): 153 – 166.

slide3

!

!

“Moving from a linear structure to a hierarchical structure and back again is in some ways the fundamental educational problem.”

Novak, J.D. and Symington, D.J. (1982)

Concept mapping for curriculum development.

Victoria Institute for Educational Research Bulletin, 48: 3 – 11.

slide4

STRUCTURE

of

of

facilitates development of

reorganised within

of

DISCIPLINE

CURRICULUM

UNDERSTANDING

represents

requires access to

requires

requires

requires

CONTENT KNOWLEDGE

P C K

STUDENT ENGAGEMENT

The structure of the discipline: linear or non-linear.

The organisation of threshold concepts.

The role of the expert student

slide5

Linear

Network

slide6

TREATMENT PROCEDURE

ANATOMY

relates

determines

influences

PHYSIOLOGY

NERVES TO BE ANAESTHETISED

PATIENT ASPECTS

part of

understanding

understanding

include

requires appropriate

consider

PHARMOKINETICS

PAIN

understanding

INSTRUMENT ASSEMBLY

ETHICS

influences selection from

influence

determine

ensures safe

ARMAMENTARIUM

consideration of

LA TECHNIQUE: INFILTRATION

CLINICAL TECHNIQUES

appropriate

followed by

determines

CLINICAL ENVIRONMENT

determines

SAFE DISASSEMBLY AND DISPOSAL

TREATMENT PROCEDURE

Redrawn from Clarke (2011) Injecting expertise: Developing an expertise-based pedagogy for teaching local anaesthesia in dentistry.

Higher Education Network Journal (HERN-J), 2 (special issue: Chairside & Bedside teaching): 29 – 43. Available at: www.hern.org.uk/files/HERNJournalV2.pdf