Using Cognitive Learning Theory and Domain Knowledge Structure as Guidance in Professional Education Course Development.

Autor/in	McCallin, Rose C.
Titel	Using Cognitive Learning Theory and Domain Knowledge Structure as Guidance in Professional Education Course Development.
Quelle	(1991), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; College Faculty; Course Content; Curriculum Development; Epistemology; Factor Analysis; Finance Occupations; Knowledge Level; Learning Theories; Licensing Examinations (Professions); Matrices; Postsecondary Education; Professional Education; Rating Scales; Surveys + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Fakultät; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Erkenntnistheorie; Faktorenanalyse; Finanzbuchhalter; Wissensbasis; Learning theory; Lerntheorie; Matrizenrechnung; Post-secondary education; Tertiäre Bildung; Berufsausbildung; Rating-Skala; Survey; Umfrage; Befragung
Abstract	Six separate studies were conducted using judgments from academic and practitioner experts to determine the knowledge structure of the Certified Financial Planner Professional Education Program (i.e., the organization of discipline topics and the relationships among them). The program consists of six sequential financial planning knowledge domains. The knowledge structure investigations were based on cognitive learning theory; the findings were designed to assist in the development of instructional materials to help learners: (1) solve domain-specific problems; (2) transfer relevant knowledge; and (3) perform successfully on certification examinations that assess complex thinking behaviors. Data were derived from surveys which required participants to rate the degree-of-content relatedness. The six studies organized the initial 175 topics into 50 key areas, based on 15,503 degree-of-content-relationship values provided by 39 experts for 2,511 topic-pair combinations. Principal components analysis techniques transformed relationship judgments into factor loadings. The findings are presented in matrices that can be used to: (1) identify and emphasize key areas in each domain; (2) determine and communicate relationships among topics; (3) specify linkages among topics; and (4) assist in designing a comprehensive review course. Eleven tables present study data, and a 47-item list of references is included. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC