The Development of Expertise: The Journey From Acclimation to Proficiency
Abstract
The Model of Domain Learning (MDL) is an alternative perspective on expertise that arose from studies of student learning in academic domains, such as reading, history, physics, and biology. A comparison of the MDL and traditional models of expertise is made. The key components and stages of the MDL are then overviewed. Discussion concludes with a consideration of evidence-based implications of this model for educational practice.
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One study of literature use amongst Masters level students proposed a scheme based on Models of Domain Learning whereby there is a continual acquisition of scientific processing skills, with individuals moving from an initial 'acclimation' phase, through to 'competency' and to eventual 'proficiency' in use of the literature.
“One study of literature use amongst Masters level students proposed a scheme based on Models of Domain Learning [23–25] whereby there is a continual acquisition of scientific processing skills, with individuals moving from an initial ‘acclimation’ phase, through to ‘competency’ and to eventual ‘proficiency’ in use of the literature [23–25].”
From Perceptions of scientific research literature and strategies for reading papers depend on academic career stage (2017) · cites this paper as [24]
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“Gradual Acquisition of Competency in Reading Primary Literature The model of domain learning (Alexander et al., 1997; Alexander and Jetton, 2000; Alexander, 2003) provides a useful perspective on the changes in students’ perceptions of the primary literature.”
BackgroundMethodGoudsouzian, L. K., & Hsu, J. L. (2023) · CBE - Life Sciences Education · doi:10.1187/cbe.22-10-0211 · Cited by 26 · see citing works
“However, given guidance, students can progress to forming more complex mental models of the concepts and can develop more personal interest in the topics (competency), before engaging with the concepts in a deeper and broader manner (proficiency; Alexander, 1997, 2003, 2005).”
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- Authors
- Alexander, P. A.
- Affiliations
- University of Maryland, College Park (US)
- Corresponding author
- Alexander, Patricia A.
- Venue
- Educational Researcher
- Published
- 2003-11
- Volume
- 32
- Issue
- 8
- Pages
- 10-14
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2098935918
- Cited by
- 700
- References
- 51
- Citations by year
- 2026: 13 · 2025: 21 · 2024: 30 · 2023: 124 · 2022: 24 · 2021: 36 · 2020: 38 · 2019: 34 · 2018: 37 · 2017: 44 · 2016: 33 · 2015: 30 · 2014: 26 · 2013: 22 · 2012: 32
- FWCI
- 25.74
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- expertise development, acclimation, proficiency, student learning, academic disciplines
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