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Skill-training design model: introduce surface declarative knowledge, consolidate to conceptual understanding, then prepare transfer to applied settings

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article organizes its training design and analyses around models of learning-skill development, chiefly Hattie and Donoghue's (2016) framework and Efklides' (2011) MASRL model. These hold that trainings "should introduce surface-level declarative knowledge about a skill and consolidate that knowledge to a conceptual level of understanding," and should include "activities that promote transfer" so learners can apply skills in authentic settings. Metacognitive knowledge of skills accrues from metacognitive experiences. The studies test whether mastery at each depth predicts later course performance.

Design Implications

Context

Requirements

  • Training must provide exposure and opportunities to engage in SRL so learners develop metacognitive knowledge of skills
  • Activities must assess declarative, conceptual, and applied knowledge of the skills

Constraints

  • The article notes meta-analyses' moderator analyses "provide little information as to why such programs are effective"

Target Learners

  • Undergraduate students in high-enrollment STEM gateway courses

Learning Goals

  • Declarative, conceptual, and applied biology learning objectives
  • Self-regulated learning skills including cognitive strategies and regulation of behavior and environment

Claims

Examples

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Key Sources

  • Matthew L. Bernacki, Megan Claire Cogliano, Shelbi L. Kuhlmann, Jenifer Utz, Christy Strong, Jonathan C. Hilpert, Jeffrey A. Greene. (2023). Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09356-9
Page metadata
Field Value
type design
id skill-training-depth-of-knowledge-design-model
title Skill-training design model: introduce surface declarative knowledge, consolidate to conceptual understanding, then prepare transfer to applied settings
description The article organizes its training design and analyses around models of learning-skill development, chiefly Hattie and Donoghue's (2016) framework and Efklides' (2011) MASRL model.
status review
generated by process:settle-candidates on 2026-10-19
trust unverified — no one has confirmed this page's content
sources 1 — matthew-l-bernacki-2023

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