The Role of Initial Learning, Problem Features, Prior Knowledge, and Pattern Recognition on Transfer Success

Dinsmore, Daniel L.; Baggetta, Peter; Doyle, Stephanie; Loughlin, Sandra M.

doi:10.1080/00220973.2013.835299

Cited by 14 publications

(15 citation statements)

References 38 publications

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“…Within TPSR instruction can be specifically designed to help students make the links or connections between challenges and responses experienced in the TPSR classroom context, and the TPSR AND TRANSFER OF LEARNING 9 challenges experienced in the wider school or community. Bridging is likely required as the evidence suggests that even where problems appear analogous to instructors, learners often fail to independently recognize the shared features of problems and the applicability of what they have previously learned to the new situation (Dinsmore, Baggetta, Doyle, & Loughlin, 2014;Gick & Holyoak, 1980).…”

Section: Near and Far Transfermentioning

confidence: 99%

Teaching Personal and Social Responsibility and Transfer of Learning: Opportunities and Challenges for Teachers and Coaches

Gordon

Doyle

2015

Journal of Teaching in Physical Education

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The transfer of learning from the gym to other areas of participants’ lives has always been a core component of the Teaching Personal and Social Responsibility Model. The degree to which transfer of learning is successfully facilitated in the reality of Teaching Personal and Social Responsibility Model-based teaching and coaching is, however, uncertain. The research findings are mixed both in the commitment to transfer of learning and the level of success that has been achieved. The interest in transfer of learning is not restricted to the area of the Teaching Personal and Social Responsibility Model or physical education and sport in general, but is an area of strong academic interest with a long history of research and debate. This article draws on the knowledge and understandings of transfer of learning from this wider literature to explore ways in which to help facilitate transfer of learning for practitioners of the Teaching Personal and Social Responsibility Model.

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Section: Near and Far Transfermentioning

confidence: 99%

Teaching Personal and Social Responsibility and Transfer of Learning: Opportunities and Challenges for Teachers and Coaches

Gordon

Doyle

2015

Journal of Teaching in Physical Education

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“…This can affect students when the initial base problem that most health science fields build on may be poorly transferred leading to little retention of material for students (Dinsmore, Baggetta, Doyle, & Loughlin, 2014 (Gourlay, 2011).…”

Section: First Teaching Experiencesmentioning

confidence: 99%

Exploring perceptions of the transition from health science practitioner to academic

Stewart

2020

Research in Post-Compulsory Education

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Transitioning from a clinical practitioner to an educator in the health sciences is a difficult task for many professionals. Although, clinically, these individuals have achieved a level of expertise, they are not necessarily trained to teach in a classroom setting and may find it difficult to transition into their role as novice. The purpose of this qualitative case study was to examine faculty members' preparedness during their transition to academia and their perceptions of the need for more support during the first 5 years of teaching. Vygotsky's and Dewey's theories of social constructivism and Knowles's assumptions of adult learning provided the framework for this research. The main research question focused on exploring perceptions about instructional preparedness and support for university educators, at a university in Detroit, Michigan, in health science fields. The data sources were interviews and observations from 9 health science faculty members. Interviews were coded based on perceptive categories such as experiences, knowledge, and opinions, whereas observations were coded using recurrent patterns of identified standards of university teaching based on teaching preparedness. Results showed 5 areas where the participants felt they needed more support: peer mentoring, administration support, institutional support, interaction with students, and instructional methodology technology training. Findings may provide insight to university administrators on strategies to provide more effective professional development to health science educators. Potential implications for positive social change

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“…Perhaps, for those educational psychologists deeply engaged in the study of individual differences in learning, this finding will appear intuitive, because students' ability to benefit from learning opportunities in schools have been shown to be driven by a number of student level attributes including cognitive (Dinsmore et al, 2014), motivational (Muenks et al, 2018), and metacognitive skills (Peters and Kitsantas, 2010). However, within the larger literature of educational research, learning opportunities do often appear to be conceptualized as occurring wholly at the school, or possibly classroom (e.g., Wilhelm et al, 2017), level.…”

Section: Perceived Learning Opportunities Occur At the Student-levelmentioning

confidence: 99%

“…This fundamental premise undergirds much of modern educational thought (e.g., Dewey, 1902Dewey, /2010Cromley et al, 2016;Alexander, 2017). Presumably, however, some schools or teachers offer more or less opportunity for learning to their students, and certain students, for a variety of reasons, have greater or less ability to seek out and benefit from those opportunities (Dinsmore et al, 2014;Wilhelm et al, 2017). Given this generally complex conceptualization of student learning opportunities, is this construct better hypothesized as a context-or climate-driven attribute of schools, or is it more appropriately conceived of as an individual difference among students?…”

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confidence: 99%

Understanding High School Students' Perceptions of Their Learning Opportunities: A Doubly Latent Approach

Dumas

2018

Front. Educ.

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In educational research, the amount of learning opportunities that students receive may be conceptualized as either an attribute of the context or climate in which that student attends school, or as an individual difference in perception of opportunity among students, driven by individual factors. This investigation aimed to inform theory-building around student learning opportunities by systematically comparing 11 theoretically plausible latent and doubly latent measurement models that differed as to the locus (i.e., student-or school-level) and dimensional structure of these learning opportunities. A large (N = 963) and diverse sample of high school students, attending 15 different high schools, was analyzed. Results suggested that student learning opportunities are best conceptualized as distinct but positively correlated factors, and that these doubly latent factors occurred at the student level, although with a statistical correction for school-based clustering. In this way, student learning opportunities may be best described as individual perceptions, rather than an indicator of school climate or context. In general, these results are expected to inform current conceptualizations of student learning opportunities within schools, and function as an example of the substantive inferences that can be garnered from multi-level measurement modeling.

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The Role of Initial Learning, Problem Features, Prior Knowledge, and Pattern Recognition on Transfer Success

Cited by 14 publications

References 38 publications

Teaching Personal and Social Responsibility and Transfer of Learning: Opportunities and Challenges for Teachers and Coaches

Teaching Personal and Social Responsibility and Transfer of Learning: Opportunities and Challenges for Teachers and Coaches

Exploring perceptions of the transition from health science practitioner to academic

Understanding High School Students' Perceptions of Their Learning Opportunities: A Doubly Latent Approach

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