It Takes Expertise to Make Expertise: Some Thoughts About Why and How and Reflections on the Themes in Chapters 15–18

doi:10.1017/CBO9780511609817.023

19 - It Takes Expertise to Make Expertise: Some Thoughts About Why and How and Reflections on the Themes in Chapters 15–18

Published online by Cambridge University Press: 04 August 2010

John D. Bransford and

Daniel L. Schwartz

Edited by

K. Anders Ericsson

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K. Anders Ericsson: Affiliation:
Florida State University

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Summary

We have been asked to discuss the chapters in Section 4, which focus on descriptions and measurements of the acquisition of skilled and expert performances. The chapters in this section (and the book in general) make it clear that the field has built upon, yet gone beyond, the classic research studies that compared expert and novice performances (Chi, Feltovich, & Glaser, 1981; NRC,2000). The emphasis has turned to the development of expertise, and to objective approaches to its measurement. The progress in moving from retrospective to prospective assessments of expertise development is truly exemplary and critical to defining effective learning conditions.

As we considered what we might say about this book's discussions of expertise development, we were reminded of a graduate student in the learning sciences who once asked us to complete the following statement: “Practice makes per______.” Expecting a possible trick question we paused for a moment. Eventually we said “perfect”; it seemed like the only choice.

The graduate student chuckled. He had taught kindergarten and explained “Practice makes permanent, not perfect.” For example, if you let young children hold their pencils incorrectly when they write, they can easily become efficient at doing the wrong kinds of things.

This simple example suggests that “it takes expertise to make expertise,” and this idea fits well with the theory and research discussed in this volume.

Type: Chapter
Information: Development of Professional Expertise
Toward Measurement of Expert Performance and Design of Optimal Learning Environments
, pp. 432 - 448

DOI: https://doi.org/10.1017/CBO9780511609817.023 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2009

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