Conclusion
In this chapter we illustrated problems and possibilities for the development of expertise within the domain of plant identification. To identify plants novices in botany must acquire a combination of robust but also flexible knowledge from the very beginning. Therefore, constructivist principles as suggested by Cognitive Flexibility Theory and Cognitive Apprenticeship constitute important heuristics for fostering this kind of knowledge acquisition. Because the tight curriculum of university courses does not allow the application of these principles, it needs to be supplemented by new ways of learning. On the basis of an extensive problem analysis as well as a detailed analysis of cognitive and operative processes a learning environment with various help functions especially tailored to the beginners’ needs was designed.
The importance of independent learning has always been emphasised in all institutions of professional learning. Nevertheless, support of novices by means of expert guidance is an essential part of the development of expertise. Due to changing demands, e.g. within the curriculum, expert assistance cannot always be guaranteed. Therefore, a need for supplementary guidance arises, e.g. in the form of interactive learning environments or knowledge management systems. This example from the domain of biology shows one possible application. It should provide encouragement for incorporating similar procedures into other domains as well.
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Bromme, R., Stahl, E., Bartholomé, T., Pieschl, S. (2004). The Case of Plant Identification in Biology: When Is a Rose a Rose?. In: Boshuizen, H.P.A., Bromme, R., Gruber, H. (eds) Professional Learning: Gaps and Transitions on the Way from Novice to Expert. Innovation and Change in Professional Education, vol 2. Springer, Dordrecht. https://doi.org/10.1007/1-4020-2094-5_3
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DOI: https://doi.org/10.1007/1-4020-2094-5_3
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