Blindness to the role of domain specific knowledge in skill formation
- 27 May 2016
- journal article
- Published by OpenEdition in Éducation et Didactique
- Vol. 10 (1), 9-26
- https://doi.org/10.4000/educationdidactique.2428
Abstract
Les psychologues de l’éducation ont eu tendance, depuis la fin du xixe siècle, à négliger les connaissances spécifiques. Pourtant, ces dernières constituent un très bon candidat à l’explication de nos performances cognitives. Elles présentent aussi l’avantage d’intéresser certains didacticiens et de constituer un objet sur lequel psychologie et didactique pourraient parler de la même chose. Dans cet article, nous proposons d’examiner la longue histoire de la cécité de notre discipline, la psychologie cognitive de l’éducation, aux connaissances spécifiques. Nous montrons l’intérêt de cette notion, d’une part pour comprendre et élaborer des théories des situations d’apprentissage scolaire, et d’autre part, pour servir de base à l’ingénierie pédagogique (ou didactique). En conclusion, nous essayons d’expliquer pourquoi les connaissances spécifiques ont été négligées par la recherche en psychologie cognitive de l’éducation. Educational psychologists have tended since the late 19th century to neglect domain specific knowledge. Yet domain specific knowledge can provide a clear explanation of a very large range of human cognitive performance. It also can afford a common point of reference between psychologists and educationalists. In this article, we examine the long history of the neglect, indeed blindness, of our discipline, cognition and instruction, to domain specific knowledge. We show the critical importance of this notion, first in understanding and developing theories of academic learning, and secondly, in providing a basis for instructional design. In conclusion, we attempt to explain why domain specific knowledge has been neglected by the field of cognition and instruction, since the late 19th century.Keywords
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