experimental method n
an approach to educational research in which an idea or hypothesisis
tested or verified by setting up situations in which the relationship between
different participants or variables can be determined (see dependent
variable). The plan for conducting an experimental study, specifically the
plan(s) for selecting participants, manipulating dependent variables, treat-
ment, and collecting data is called the experimental design.
expertise n
the special status someone obtains in performance of a task or occupation
through experience of a special kind resulting in
1 developing a better level of performance at doing something
2 an increased level of knowledge of particular domains
3 the development of automaticity in the carrying out of operations that
are needed to achieve a goal
4 an increased sensitivity to task demands and social situations when
solving problems
5 greater flexibility in performance
6 understand problems at a deeper level than novices
7 greater speed and accuracy in resolving problems.
Work on expertise in teaching suggests that experienced teachers process
information about classrooms differently than do novices as a result of a move
from a teacher-centred to a more student-centred approach to teaching.
The role of experience in developing expertise is problematic, since the two
are not identical. Experience may develop fluency in carrying out tasks but
not necessarily expertise. In comparing two teachers with a similar amount
of teaching experience, one may be characterized as a fluent non-expert,
and the other as an expert.
explanation text n
see text types
explanatory adequacy n
see generative theory
explicit knowledge n
see implicit knowledge
explicit learning n
learning language items (e.g. vocabulary) by means of overt strategies, such
as techniques of memorization. This may be contrasted with implicit
experimental method