A three-attribute transfer skills framework – part I: establishing the model and its relation to chemical education

Dori, Yehudit Judy; Sasson, Irit

doi:10.1039/c3rp20093k

Cited by 27 publications

(48 citation statements)

References 71 publications

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“…In contrast, far transfer occurs when students have to perform in a new learning situation with different patterns from those to which they were accustomed (Detterman, 1993). Dori and Sasson (2013) elaborated on this definition by claiming that near transfer occurs when the new learning situation requires application of a relatively small set of skills that revolves around the same discipline content, and uses features similar to previous learning situations to which the student was exposed. Far transfer occurs when a student has to perform in a new and different learning situation that requires application of skills and knowledge from one or more disciplines other than the one in which the learning originally took place.…”

Section: Cognitive Transfer Skillsmentioning

confidence: 99%

“…There is disagreement among researchers on the nature of cognitive transfer, the extent to which it occurs, and the nature of its underlying mechanisms (Lobato, 2008). However, the educational community agrees that to achieve cognitive transfer, one must have a sufficient knowledge base to recognize what is required in the transfer environment (Glaser, 1986), and a variety of thinking skills for dealing with new skill sets required for solving a new task (Detterman, 1993;Dori & Sasson, 2013).…”

Section: Cognitive Transfer Skillsmentioning

confidence: 99%

“…This study is based on two assumptions: (a) the more SRL subcomponents a student employs, he or she attains a higher level of self-regulation (Zohar & Dori, 2012), and (b) a self-regulated student is capable of performing both near and far transfer (Dori & Sasson, 2013).…”

Section: Introductionmentioning

confidence: 99%

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On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

Barak

Hussein-Farraj

Dori

2016

Int J Educ Technol High Educ

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This study was set to identify self-regulation skills required for online learning and to characterize cognitive transfer of on-campus and online students. The study included two groups of undergraduate students who studied the same course, but in different settings: online and on-campus. Data collected via an online survey and semi-structured interviews indicated that cognitive strategies and regulation of cognition are significant for successful online learning. Findings also indicated that the online students were more aware of mastery learning and information processing strategies than the on-campus peers. The online students specified the importance of planning, controlling, and evaluation skills for meaningful learning; whereas the on-campus students asserted lack of self-discipline and limited communication skills as barriers for distance learning. Near-and far-transfer components were identified, showing a significant positive correlation with self-regulation skills for both groups of learners.

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Section: Cognitive Transfer Skillsmentioning

confidence: 99%

Section: Cognitive Transfer Skillsmentioning

confidence: 99%

See 1 more Smart Citation

On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

Barak

Hussein-Farraj

Dori

2016

Int J Educ Technol High Educ

Self Cite

View full text Add to dashboard Cite

show abstract

“…The same comparison seems hardly appropriate for a learning skill (Is the transfer of a skill harder than the transfer of a principle?). This issue of transfer distance in turn seems to be at the core of the current discussion on transfer, conceptual change or competence studies (Dori and Sasson 2013). Transfer and widespread applicability of scientific concepts is the ultimate goal of schooling but what and where to apply these concepts often seems subtle.…”

Section: Contexts In Science Education-definitions and Differentiationsmentioning

confidence: 99%

“…Dori and Sasson 2013). To us, the taxonomy for transfer proposed by Barnett and Ceci (2002) gives important basic criteria but further empirical validation and specification in the level of detail is needed.…”

Section: Conceptual Change Discoursementioning

confidence: 99%

Composition-Effects of Context-based Learning Opportunities on Students’ Understanding of Energy

Podschuweit

Bernholt

2017

Res Sci Educ

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Context-based learning has become a widespread approach in science education. While positive motivational effects of such approaches have been well established empirically, clear results regarding cognitive aspects of students' learning are still missing. In this article, we argue that this circumstance might be mainly rooted in the definition of context itself. Based on this argument, we shift from the issue of if contexts are cognitively beneficial to focus on the question of which composition of contexts is, at least by tendency, more effective than another. Based on theories of conceptual change, we therefore conducted a small-scale intervention study comparing two groups of students learning in different sets of contexts focusing on the same scientific concept-the cross-cutting concept of energy. Results suggest that learning in a more heterogeneous set of contexts eases transfer to new contexts in comparison to learning in a more homogeneous set of contexts. However, a more abstract understanding of the energy concept does not seem to be fostered by either of these approaches. Theoretical as well as practical implications of these finding are discussed.

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Reasoning about genetic mechanisms: Affordances and constraints for learning

et al. 2019

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Mechanisms are central in scientific explanations. However, developing mechanistic explanations is difficult for students especially in domains in which mechanisms involve abstract components and functions, such as genetics. One of the core components of genetic mechanisms are proteins and their functions. Students struggle to reason about the role of proteins while learning genetics and show limited ability to provide mechanistic explanations of genetic phenomena. In genetics education there are currently two competing theoretical frameworks regarding what domain‐specific knowledge about proteins is important for reasoning about genetic mechanisms. One framework assumes knowledge about specific protein functions in the body, a tool kit of functions; the other framework assumes more abstracted knowledge about protein interactions that are common to all protein functions. These frameworks implicate different instructional frameworks: One offers to provide concrete examples of protein functions while the other offers a more general description of protein activity. Our aim in this study was to ascertain the ways in which students' reasoning about proteins' role in genetic phenomena (both familiar and novel) relates to the two theoretical frameworks. Toward this end we engaged 7th grade students in learning about proteins functions in the mechanisms underlying genetic traits using an online simulation environment that embodied key aspects of both frameworks. We analyzed students' responses to the final test questions in which they were asked to generatively reason about the underlying mechanisms of two novel genetic traits. Our findings suggest that students use proteins in their explanations mainly when they can explain the protein function and that knowledge about a few specific functions is insufficient to support conceptualization of new functions. Moreover, knowledge of general protein activities common to most functions is also insufficient. We suggest a new combined approach to supporting students' understanding of proteins' role in genetic mechanisms.

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A three-attribute transfer skills framework – part I: establishing the model and its relation to chemical education

Cited by 27 publications

References 71 publications

On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

Composition-Effects of Context-based Learning Opportunities on Students’ Understanding of Energy

Reasoning about genetic mechanisms: Affordances and constraints for learning

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