Chapter 03: The Knowledge-Learning-Instruction (KLI) Dependency: How the Domain-Specific and Domain-General Interact in STEM Learning
Mark A. McDaniel, Regina F. Frey, Susan M. Fitzpatrick, & Henry L. Roediger III
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To enhance student learning it is necessary to identify the concepts and skills that need be required with the instructional method that best supports learning. The hypothesis that suggests the choice domain-general instructional approach depends on the domain-specific nature of the target knowledge the KLI Dependency. To produce theoretically motivated, successful educational interventions, consideration must be given to domain-specific details as well as domain-general principles of instruction. Successful use of general principles depends on a careful domain analysis such that a principle in one domain context may work completely different in another. An example of effective instruction that incorporates both knowledge analysis and instructional principles and offer recommendations for applying KLI to (re)design instruction and improve student learning is discussed.
978-1-941823-00-2 (MOBI), 978-1-941823-01-9 (ePub), 978-1-941823-02-6 (PDF)
Washington University Libraries
Cognitive Neuroscience | Cognitive Psychology | Educational Psychology | Engineering Education | Higher Education | Higher Education and Teaching | Science and Mathematics Education | Teacher Education and Professional Development
Koedinger, K.R. & McLaughlin, E.A. (2014). The knowledge-learning-instruction (KLI) dependency: How the domain-specific and domain-general interact in STEM learning. In M. McDaniel, R. Frey, S. Fitzpatrick, & H.L. Roediger (Eds), Integrating cognitive science with innovative teaching in STEM disciplines [E-reader version] (pp. xxx-xxx). doi: http://dx.doi.org/10.7936/K76Q1V59