adaptive expertise

Collaboration has also been suggested to help develop adaptive expertise.

Some research has been conducted to determine when and how adaptive expertise should be developed within the elementary classroom setting.

One model of adaptive expertise looks at two dimensions along which a learner may develop: efficiency and innovation.

A distinguishing feature of adaptive expertise is the ability to apply knowledge effectively to novel problems or atypical cases in a domain.

As originally presented, this graph is intended as a starting point for understanding how educators should guide students' learning and trajectory to adaptive expertise.

Researchers have also determined that adaptive expertise can be supported by creating an environment that encourages motivation to interact with the material.

They further these thoughts by suggesting that future research should be conducted over a long period of time in order to analyze the results of developing adaptive expertise.

Generally, problem-solvers demonstrate adaptive expertise when they are able to efficiently solve previously encountered tasks and generate new procedures for new tasks.

This work is highly related to their theories of Transfer of Learning and research on instruction that supports transfer and trajectories to adaptive expertise.

In order to begin to cultivate adaptive expertise, Mercier and Higgins found that students must be allowed to be innovative and exploratory with mathematical concepts.

Adaptive expertise is a broad construct that encompasses a range of cognitive, motivational, and personality-related components, as well as habits of mind and dispositions.

Learning Scientists are interested in adaptive expertise, in part because they would like to understand the types of learning trajectories that may allow practitioners break free from routines when necessary.

Schwartz and his colleagues suggest two possible trajectories to adaptive expertise 1) innovate and then become efficient or 2) become efficient and then practice innovating.

Verschaffel et al. explain that "adaptive expertise is not something that can be trained or taught but rather something that has to be promoted or cultivated."

The notion of adaptive expertise suggests that new problems can be viewed as a platform for exploration in a new problem space and not just an opportunity to practice completing a task more efficiently.

Adaptive expertise is tied to the ability to transfer, that is, to apply knowledge to solving problems in a new context by recognizing the underlying similar concepts or principles that govern the given situation.

To illustrate, imagine two sushi chefs: one who makes every piece perfectly but routinely makes the same few types over and over (classic expertise), and one produces new menus frequently (adaptive expertise).

As researchers became increasingly interested in the quality of a user's knowledge representation, mental models and adaptive expertise, as knowledge and skills which generalizes across different contexts of complex problem-solving tasks, became of paramount concern.

One group of researchers looking specifically at the development of adaptive expertise in bioengineering operationalize adaptive expertise as the following: , based on experimental results, but they do not yet know if these weights are generalizable.