Abstract
Context: Decoding the Disciplines employs dialogue to improve the quality of university teaching. Problem: Teaching staff wishing to adopt Decoding require practical guidelines for conducting this dialogue. Method: We analyse Decoding dialogue from a cognitive perspective. Results: Under this analysis, expertise exhibits three complementary cognitive skills: operational, structural and narrative. Implications: This requires a dynamical, interactional understanding of concepts, and motivates a training framework for Decoding that aligns with Bloom’s taxonomy. This narrative framework assists teachers in mapping their expertise onto classroom instructional activities, and furnishes a dialogue tool for use in teaching, problem solving and research.
Bibliographic data
Palfreyman, N. (2025). Decoding Decoding: Concepts as embodied competence. Didaktiknachrichten 05/2025, in press.
