Transfer of Learning from a Modern Multidisciplinary Perspective
1st Edition
Published on 1. July 2006
421 pages
978-1-60752-673-5 (ISBN)
Description
The chapters contained in the book present a new and exciting set of conceptual tools that will not only allow us to think about transfer in more productive ways, but will also enable the development of educational and measurement tools that will greatly facilitate our ability to educate the children in our schools. This volume is eclectic in bringing together researchers from psychology and science education (especially physics)-who would not normally present their ideas under the same forum-to share their views and perspectives on transfer. What we believe has emerged is a fresh look at transfer issues from a multidisciplinary perspective.
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Jose P. Mestre
Transfer of Learning from a Modern Multidisciplinary Perspective
Research and Perspectives
Book
09/2000
Information Age Publishing
€126.10
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Content
- Cover
- Transfer of Learning from a Modern Multidisciplinary Perspective
- Series
- Transfer of Learning from a Modern Multidisciplinary Perspective
- Copyright
- Contents
- Introduction: Framing The Transfer Problem
- DISTINCTIONS BETWEEN TYPES OF TRANSFER
- Lateral and Vertical Transfer
- Specific and Nonspecific Transfer
- Near and Far Transfer
- Literal and Figural Transfer
- Comparisons between the Distinctions
- HISTORICAL THEORIES OF THE TRANSFER OF LEARNING
- Environmental Theories of Transfer
- Difficulties with Identical Elements Theory
- Cognitive Explanations of Transfer
- The Contribution of Cognitive Theory to the Transfer Literature
- Expanded View of Transfer
- THE CONTENT OF THIS BOOK
- CONCLUDING COMMENTS
- REFERENCES
- 1. Efficiency and Innovation in Transfer
- ABSTRACT
- INTRODUCTION
- CLASSIC DEFINITIONS AND MEASURES OF TRANSFER AND HOW THEY MAKE US "LOOK DUMB"
- Burgess's Original Eagle Challenge
- An Extension of the Eagle Challenge
- TRANSFERRING IN TO VERSUS TRANSFERRING OUT OF LEARNING SITUATIONS
- Broudy's Three Kinds of Knowing
- How Traditional Transfer Assessments Miss Interpretive Knowing
- The Significance of Interpretive Knowing for "Transferring In"
- EXPLORING THE EFFECTIVENESS OF DIFFERENT INSTRUCTIONAL EXPERIENCES
- Replicative Support for New Learning
- Applicative Support for New Learning
- Interpretive Support for New Learning
- Assessing Transfer In with Measures of Transfer Out
- Do Data Analysis Activities Support Theory Learning?
- Is There a Hidden Efficacy to Original Student Invention?
- Are There Differences between Coaching, Teaching, and Tutoringfor Student Learning?
- INNOVATION AND EFFICIENCY
- Efficiency
- Innovation
- Balancing Efficiency and Innovation
- Innovation, Efficiency, and Adaptive Expertise
- A Hypothetical Optimal Adaptability Corridor
- SUMMARY AND FUTURE DIRECTIONS
- ACKNOWLEDGMENTS
- REFERENCES
- 2. Fuzzy-Trace Theory: Implications for Transfer in Teaching and Learning
- ABSTRACT
- FUZZY-TRACE THEORY
- Transfer and False Memory
- General Predictions about Transfer from Fuzzy-Trace Theory
- Fuzzy-Trace Theory and Analogical Transfer in Scientific Contexts
- SPECIFIC PREDICTIONS ABOUT TRANSFER FROM FUZZY-TRACE THEORY: ANALOGICAL TRANSFER AND GEOLOGIC TIME
- EXPERIMENT 1
- Method
- Participants
- Procedure
- Results
- Cued Recall
- Time Line Task
- Question Asking
- Discussion
- EXPERIMENT 2
- Method
- Participants
- Materials
- Procedure
- Results
- Metaphoric Analogies
- Estimate the Percentages
- Pretest Year versus Alpha Condition
- Time Line Task
- Pick the Pies
- Discussion
- GENERAL DISCUSSION OF EMPIRICAL FINDINGS
- CONCLUSION
- REFERENCES
- 3. Resources, Framing, and Transfer
- ABSTRACT
- INTRODUCTION
- What Is Transfer?
- Unitary and Manifold Ontologies of Cognitive Structure
- Outline of This Chapter
- SECTION 1: RESOURCES AND FRAMING
- A Manifold, Resource-Based View of Cognitive Structure
- Resources versus Conceptions
- Epistemological Resources
- Frames and Framing
- Example 1: Negotiating a Frame for a Physics Problem
- Example 2: A Lasting Shift of Frame
- Passive and Deliberate Mechanisms of Stability
- Defining "Context" and "Transfer"
- SECTION 2: TRANSFER
- Passive and Deliberate Mechanisms of Stability
- Defining "Context" and "Transfer"
- Louis Revisited as a Case of Transfer
- An Ontological Basis for New Views of Transfer
- Implications for Physics Instruction
- CONCLUSION
- ACKNOWLEDGMENTS
- NOTES
- REFERENCES
- 4. What Coordination Has to Say About Transfer
- ABSTRACT
- INTRODUCTION
- What Is the Nature of the Knowledge That Is Transferred?
- What are the Conditions of the "Transfer Test"?
- What are the Conditions of Preparation for Transfer?
- COORDINATION CLASSES
- A Complex Knowledge System Perspective
- The Definition of a Coordination Class
- Empirical Support
- Problems and Possibilities
- COORDINATION AND TRANSFER
- What is the Nature of Knowledge that Makes It Transferable?
- By What Processes is Transferable Knowledge Created?
- Why Don't People Transfer?
- CONCLUSION
- Abstraction
- Treatments to Promote Transfer
- Blocks to Transfer
- NOTES
- REFERENCES
- 5. Knowledge Representation and Coordination in the Transfer Process
- ABSTRACT
- INTRODUCTION
- THEORETICAL PERSPECTIVE
- How We Will Use the Term "Transfer"
- Conjectures
- EMPIRICAL SUPPORT OF CONJECTURES
- Judging Realistic Motion
- Judgments of Realistic Motion Collected in Large Classes
- Judgments of Realistic Motion from Interviews
- Resolving Inconsistencies between One-Ball and Two-Ball V-Track Judgments
- THEORETICAL ISSUES
- Relationship to Coordination Classes
- Relationship to Other Mental Processes Such as Learning and Problem Solving
- Relationship between Context and Representation of Context
- SUMMARY AND EDUCATIONAL IMPLICATIONS
- NOTES
- ACKNOWLEDGMENT
- REFERENCES
- APPENDIX: TRANSCRIPTS OF STUDENT INTERVIEWS
- 6. Dynamic Transfer: A Perspective from Physics Education Research
- ABSTRACT
- OVERVIEW
- CHANGING TRENDS IN TRANSFER RESEARCH
- A FRAMEWORK TO MODEL DYNAMIC TRANSFER
- Elements of the Framework
- Connections with Cognitive Information Processing
- Alignment of Framework with Contemporary Models of Transfer
- Modeling Transfer
- Commonalities of Our Model with Other Modelsin This Volume
- Applying Our Model-An Example
- IMPLICATIONS FOR TRANSFER STUDIES IN PHYSICS EDUCATION RESEARCH
- Spontaneous Transfer
- Spontaneous Transfer from the Classroom to the Real World
- Spontaneous Transfer from the Real World to the Interview
- Spontaneous Transfer from One Class to Another Class
- Spontaneous Transfer between Successive Interview Questions
- Scaffolded Transfer
- Existence of Transfer Explicated to the Student
- Cued Transfer between Interview Questions
- THE TEACHING INTERVIEW: ANOTHER METHOD TO STUDY TRANSFER
- SUMMARY
- ACKNOWLEDGMENTS
- REFERENCES
- 7. Theory, Level, and Function: Three Dimensions for Understanding Transfer and Student Assessment
- ABSTRACT
- INTRODUCTION
- CHAPTER OVERVIEW AND GOALS
- Applying a Broader View of Knowing and Learning
- Defining Multiple Levels of the Assessment-Transfer Relationship
- Balancing the Varied Functions of Assessment
- COMPETING THEORIES OF KNOWING AND LEARNING,TRANSFER, AND ASSESSMENT
- An Empiricist Perspective on Assessment of Transferable Knowledge
- Knowing as Having Associations
- Learning and Transfer as Acquiring and Applying Associations
- Assessment as Testing of Components
- Examples
- A Rationalist Perspective on Assessment of Transferable Knowledge
- Knowledge as General Concepts and Abilities
- Learning and Transfer as Acquiring and Using Conceptual and Cognitive Structure
- Assessment as Evaluation of Reasoning and Understanding
- Examples
- A Socioculturalist Perspective on Assessment of Transferable Knowledge
- Knowledge as Distributed Cognition
- Learning as Increasing Participation
- Transfer in Terms of Constraints and Affordances
- Assessment of Participation
- Examples
- MULTIPLE LEVELS OF ASSESSMENT AND TRANSFER
- MULTIPLE FUNCTIONS OF ASSSESSMENT
- Balancing Formative and Summative Assessment Functions
- Balancing Functions between and Within Levels
- Optimal Formative and Summative Functions by Level
- COMBINING THEORY, LEVEL, AND FUNCTION TO FACILITATE ASSESSMENT OF KNOWLEDGE TRANSFER
- Prototypical Assessments by Level
- Immediate-Level Event-Oriented Observations
- Close-Level Activity-Oriented Quizzes and Discursive Feedback
- Proximal-Level Curriculum-Oriented Exams
- Distal-Level Criterion-Referenced Tests
- Remote-Level Norm-Referenced Tests
- SUMMARY AND CONCLUSIONS
- ACKNOWLEDGMENTS
- NOTES
- REFERENCES
- 8. Reframing the Evaluation of Education: Assessing Whether Learning Transfers Beyond the Classroom
- ABSTRACT
- INTRODUCTION
- HOW DO WE EVALUATE EDUCATIONAL PROGRAMS?
- GOALS OF THE EDUCATIONAL PROCESS
- Taxonomy of Transfer Dimensions
- Specifying Goals of the Educational Process in Terms of Transfer Dimensions
- USING TRANSFER RESEARCH TO REDESIGN THE EDUCATIONAL PROCESS
- DEVELOPING MASS IMPLEMENTATION TESTS THAT ARE THE CLOSEST POSSIBLE PROXY FOR DESIRED GOALS
- Teaching to the Test
- Calibrating Tests
- Designing Proxies for Far Transfer
- CONCLUSION
- NOTE
- REFERENCES
- 9. Transfer Between Variants of Mathematics Test Questions
- ABSTRACT
- PROBLEM AND RATIONALE
- REVIEW OF THE LITERATURE
- RESEARCH QUESTIONS
- METHOD
- Participants
- Testing Conditions
- The Experimental Instrument
- The Item Pool
- Matched Items
- Close Variants
- Appearance Variants
- Description of the Pretest Test Forms
- Administrative Procedure
- RESULTS AND DISCUSSION
- Covariate
- Differences in Mean Scores by Variant Type and Presence of Rationale
- Item Difficulties for Close Variants, Appearance Variants, and Matched Items
- Scores on Close Variants in Test With or Without Appearance Variants
- SUMMARY AND CONCLUSION
- ACKNOWLEDGMENTS
- NOTES
- REFERENCES
- APPENDIX
- 10. Transfer of Mathematical Problem-Solving Procedures Acquired Through Physical Science Instruction: When You Don't See It, Why Not?
- ABSTRACT
- INTRODUCTION
- WHAT THE BASSOK AND HOLYOAK STUDY INVOLVED
- WHAT DO WE THINK THE STUDENTS LEARN?
- WHAT DID THE PHYSICS STUDENTS NOT REALLY HAVEA CHANCE TO LEARN?
- HOW DOES SCHEMATIC TRANSFER OCCUR?
- A PROPOSED EXPERIMENT TO TEST THE CONTENT SPECIFIC EMBEDDING HYPOTHESIS
- SUMMARY
- ACKNOWLEDGMENT
- NOTE
- REFERENCES
- 11. How Far Can Transfer Go?: Making Transfer Happen Across Physical, Temporal, and Conceptual Space
- ABSTRACT
- INTRODUCTION
- DIMENSIONS OF TRANSFER
- TRANSFER AS THE GOAL FOR EDUCATION
- WHAT DOES "LONG-TERM RETENTION AND TRANSFER" MEAN?
- INTEGRATING LEARNING AND PERFORMANCE
- ASKING BETTER QUESTIONS
- MAKING TRANSFER HAPPEN
- SUPPORTING DEVELOPMENTS
- CONCLUSION
- REFERENCES
- 12. Transfer of Learning in Informal Education: The Case of Television
- ABSTRACT
- INTRODUCTION
- TRANSFER OF BEHAVIOR FROM TELEVISION
- INFANTS AND TODDLERS AND TELEVISION
- EDUCATIONAL TELEVISION
- The Capacity Model: A Theoretical Approach
- Initial Learning/Comprehension
- Mental Representation
- The Transfer Situation
- DEVELOPMENTAL CONSIDERATIONS
- CONCLUSION
- REFERENCES
