The Model of Domain Learning (MDL)

Abstract

Patricia A. Alexander conceptualized the Model of Domain Learning (MDL) in the late 1980s and early 1990s after extensive empirical study on the interaction between cognitive (e.g., knowledge, strategies) and affective constructs (e.g., interest) in learning. For Alexander, the specific areas of learning were domains or subject-matter areas. Domains are classical fields of study such as biology, history, or physics, but they also can be practical disciplines such as engineering and medicine where knowledge of multiple domains are required to achieve academically. Alexander realized the necessity of examination of component interplays (e.g., knowledge, interest, strategies) in domain learning at any one point in time and over time in three stages: acclimation, competence, and proficiency. In this chapter, we describe the components of the MDL as it first appeared in print in 1997. Then, we document changes in the MDL made by Alexander to date. Finally, we introduce the research methods that have been applied to study the MDL. In our conclusion, we offer how results in the study of the MDL have provided implications to advance not only basic and applied research in educational psychology and related fields but also promote best assessment and instructional practices for students of all ages representing any one MDL stage, between stages, or across all stages in their learning.