A three-attribute transfer skills framework – part II: applying and assessing the model in science education

Abstract

In an era in which information is rapidly growing and changing, it is very important to teach with the goal of students' engagement in life-long learning in mind. This can partially be achieved by developing transferable thinking skills. In our previous paper -Part I, we conducted a review of the transfer literature and suggested a three-attribute transfer skills framework presented graphically as a cube. The goals of this paper -Part II are (a) to investigate the application of the three-attribute transfer skills framework by conducting two studies; and (b) to demonstrate the value of the framework as a tool for design of assignments and assessment of students' transfer skills. In this paper, we have applied the three-attribute transfer skills framework to design assignments and to assess middle and high school students. In order to achieve the first goal we conducted two studies: (1) investigating high school chemistry students in a computerized laboratory setting, and (2) exploring middle school students who were exposed to a science enrichment program. Study 1 took a case-based chemistry approach and included assessment of high school honor chemistry students' transfer skills. In Study 2, we evaluated the transfer skills of ninth grade students who had participated in a science enrichment academic program with emphasis on physics and we compared boys to girls. Findings of Study 1 indicated an increase in students' far transfer skill as expressed by the progress students made in transferring knowledge from chemistry to other science domains and by using more chemistry understanding levels in their responses. In Study 2, we found that the near transfer skill of middle school boys was significantly higher than the same skill among girls who participated in the same enrichment program. Both parts, the review and the three-attribute transfer skills framework (previous paper -Part I) and the research (this paper -Part II), contribute to narrowing the gap between the theory of transfer, empirical research, and the practice of transfer in science classrooms.

Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction

“…One of the challenges in STEM study is to provide meaningful and effective active learning opportunities for diverse students [14,[39][40][41]102]. Our hypothesis was that participation in a research apprenticeship can increase self-efficacy among a variety of students and influence the motivated behavior driven by this experience.…”

“…However, further research is needed to link desired outcomes to specific aspects of this active learning experience and to highlight the aspects considered by diverse students [36][37][38]. One of the challenges that STEM reforms were designed to meet is the provision of meaningful, active, and productive learning opportunities that promote diversity, equity, and inclusion in STEM education [39][40][41][42]. Acknowledging and understanding the effect that demographic features, such as gender, ethnic group, and cultural background, may have on students' scientific dispositions, motivational beliefs, and behaviors related to science, are critical for reducing gaps in enrollment and retention among different student populations [43][44][45].…”

Comparing the Effects of Modelling and Analogy on High School Students’ Content Understanding and Transferability: The Case of Atomic Structure

“…Transfer tasks are still relatively rare in educational studies (Sasson & Dori, 2015). The empirical literature has reported difficulty in achieving transfer (De Corte, 2003).…”

“…Further, educators intend to pass on knowledge and skills, which will apply in future and unknown contexts to the students (Sasson & Dori, 2015). Regarding this, transferability takes an essential role in ABT and MBT classes.…”

“…Whether near or far, the assessment of transfer heavily depends on one's understanding of learning (Lave, 1988;Marton, 2006) and the assessment instruments used (Bransford & Schwartz, 1999;Schwartz et al, 2005). In addition, Sasson and Dori (2015) constructed assignments and evaluated ninth-grade students' transfer skills, finding that boys' near transferability was much higher than for girls. It was suggested that effective teaching intentions should be further explored to develop learners' transferability in the science classroom.…”