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• W76169477 abstract "Six separate studies were conducted using judgments from academic and practitioner experts to determine the structure of the Certified Financial Planner (CFP) Professional Education Program knowledge (i.e., the organization of discipline topics and the relationships that communicate and establish understanding among the topics). The knowledge structure investigations were based on meaningful cognitive learning theory where findings were intended to assist in the development of professional education instructional materials that could help learners (a) solve efficiently domain-specific problems, (b) transfer relevant knowledge to novel situations within a discipline and (c) perform successfully on certification examinations that aim to assess complex thinking behaviors. Across the CFP I-VI knowledge domains, the resulting six knowledge structures organized an initial 175 discipline topics into 50 key areas overall, based on 15,503 degree-of-content-relationship values provided by 37 experts for 2,511 topic-pair combinations. The data were analyzed for each CFP knowledge domain using the principal components analysis technique where relationship judgments were transformed into factor loadings (i.e., topics judged to be highly-related were grouped together statistically so that a relatively snail number of factors could be used to represent interrelationships among domain-specific topics). The factors that emerged for each CFP knowledge domain were interpreted and labeled in reference to the key ideas conveyed by the topics that indicated a common underlying dimension. For each CFP knowledge domain, findings were presented in a matrix that depicted the organization of key ideas and the topics that formed them. The resulting matrices produced detailed blueprints that could be used to (a) identify and emphasize the key ideas within each CFP domain of knowledge, (L) determine and communicate relationships among topics to help learners make sense of and assigr accurate meaning to new information, (c) specify linkages among topics to identify material that could be drawn together throughout instruction to help learners relate new information to prior knowledge in memory and (d) assist in the design of a comprehensive review course. In summary, the synthesis of both quantitative and qualitative knowledge structure assessment procedures produced a useful strategy that could offer learning-directed and practical guidance for course development efforts related to education in the professions. Specifically, the systematic approach applied in each of the six investigatiors offered direction in identifying, coordinating and sequencing domain-specific ideas and topics within a profession to produce instructional tasks that could (a) make sense to the learner and (b) be related by tne learner to relevant, previously acquired information." @default.
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• W76169477 date "1991-04-01" @default.
• W76169477 modified "2023-09-23" @default.
• W76169477 title "Using Cognitive Learning Theory and Domain Knowledge Structure as Guidance in Professional Education Course Development." @default.
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