Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains

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Abstract
Research suggests that expert understanding is characterized by coherent mental representations featuring a high level of connectedness. This paper advances the idea that educators can facilitate this level of understanding in students through thepracticing connectionsframework: a practical framework to guide instructional design for developing deep understanding and transferable knowledge in complex academic domains. We start by reviewing what we know from learning sciences about the nature and development of transferable knowledge, arguing thatconnectednessis key to the coherent mental schemas that underlie deep understanding and transferable skills. We then propose features of instruction that might uniquely facilitate deep understanding and suggest that the connections between a domain’score concepts,key representations, andcontexts and practices of the worldmust be made explicit and practiced, over time, in order for students to develop coherent understanding. We illustrate the practicing connections approach to instructional design in the context of a new online interactive introductory statistics textbook developed by the authors.
Funding Information
  • Chan Zuckerberg Initiative DAF (DRL-1229004)
  • California Governor’s Office of Planning and Research (OPR18115)

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