Transfer of Learning in Problem Solving in the Context of Mathematics and Physics

Rebello, N. Sanjay; Cui, Lili; Bennett, Andrew; Zollman, Dean; Ozimek, Darryl J.

doi:10.4324/9781315091938-10

Cited by 37 publications

(45 citation statements)

References 1 publication

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“…Traditionally, transfer has been defined as the ability to apply previously acquired knowledge in a new context. However, this definition does not account for all the phenomena associated with knowledge building and the current theories of knowledge [21,22]. Rather than a mere application of previous knowledge, modern perspectives view transfer as an active, student-centered dynamic process, governed by the students' epistemic frames [5] and "noticing" of relevant problem features [23,24], the visual attributes and "affordances" of the problem [25][26][27][28], and dependent on the disciplinary context [29].…”

Section: Introductionmentioning

confidence: 99%

Testing students ability to use derivatives, integrals, and vectors in a purely mathematical context and in a physical context

Carli

Lippiello

Perona³

et al. 2020

Phys. Rev. Phys. Educ. Res.

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In this article, we discuss the development and the administration of a multiple-choice test, which we named Test of Calculus and Vectors in Mathematics and Physics (TCV-MP), aimed at comparing students' ability to answer questions on derivatives, integrals, and vectors in a purely mathematical context and in the context of physics. The comparison between the two contexts was achieved by using parallel (isomorphic) questions in mathematics and physics. The final version of the test contains 34 items (17 in a purely mathematical context and 17 in the context of physics) involving different representations (graphs, words, numbers, and formal expressions) of the concepts covered by the test. The test was administered in Spring 2018 to 1252 first-year students enrolled in 23 different degree programs of the School of Science and the School of Engineering of the University of Padua. We assessed the validity, reliability, and discriminatory power of the test both as a whole and at the single-item level, obtaining values within the desired ranges. The analysis of students' answers to individual items and the comparison between parallel mathematics and physics items provides insights into the factors that affect students' ability to use derivatives, integrals, and vectors in the context of introductory physics. We believe that the instrument we have developed can be useful not only for research purposes, but also for instructors and for students.

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Section: Introductionmentioning

confidence: 99%

Testing students ability to use derivatives, integrals, and vectors in a purely mathematical context and in a physical context

Carli

Lippiello

Perona³

et al. 2020

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

show abstract

“…Educational institutions and workplaces are increasingly concerned about a student's or a worker's transfer abilities, and therefore study professional transferable skills (Dall'Alba and Sandberg, 2006;Tigchelaar et al, 2010). Rebello et al (2007) and Rebello and colleagues (2005) identified and characterized transfer as it occurs in an interview. Lobato (2006) claimed that researchers' progress in understanding and supporting the generalization of learning has been limited due to methodological and theoretical issues associated with transfer.…”

Section: Discussionmentioning

confidence: 99%

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

Sasson

Dori

2015

Chem. Educ. Res. Pract.

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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.

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“…Rather than knowledge being accepted as a surface level fact, as can happen in passive learning, by enquiry learning students evaluate and link ideas to existing thoughts. Arguably the knowledge progression is much deeper in this format as students have the opportunity to create new internal knowledge structures (Rebello et al, 2007). It is also essential that prior knowledge around a topic is considered.…”

Section: Using Object Handling and Enquiry-based Learningmentioning

confidence: 99%

“…The structure of the enquiry-based learning continuum is important, not only to connect with existing knowledge, but also to ensure the new learning can be transferred to various situations. This relates to the vertical transfer of knowledge, which can be more difficult for students to engage with but is crucial for the ability to apply existing knowledge in unfamiliar scenarios (Rebello et al, 2007). To support this, students need opportunities to think creatively and the freedom to enquire.…”

Section: Seeing the Space As An Alternative Learning Environmentmentioning

confidence: 99%

Are coins small and boring? Developing an experiential based education programme

Harris

2015

Mus. Soc.

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With the refurbishment of the Citi Money Gallery came the foresight to include a dedicated education programme. The collection is perfectly placed to reinvigorate financial education, which is becoming more prominent on social policy agendas.Financial education considers the local, national and international levels and is more than just creating budget sheets. It is about the appreciation of money and how to make effective decisions around it; a contextualized education programme can facilitate this. However there are numerous barriers that prevent schools from participating in financial education as well as visiting museums. This paper will consider the challenges faced by the Citi Money Gallery education programme and strategies to overcome them, including the role of object handling, creating a teacher advisory panel and investing in a pilot phase.

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Transfer of Learning in Problem Solving in the Context of Mathematics and Physics

Cited by 37 publications

References 1 publication

Testing students ability to use derivatives, integrals, and vectors in a purely mathematical context and in a physical context

Testing students ability to use derivatives, integrals, and vectors in a purely mathematical context and in a physical context

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

Are coins small and boring? Developing an experiential based education programme

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