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“The expert student”

“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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“The expert student”

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  1. “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

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

  3. ! ! “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.

  4. 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

  5. Linear Network

  6. 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

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