Transfer Of Learning: Research And Perspectives (Current Perspectives on Cognition, Learning, and Instruction)

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.

CONTENTS: Foreword: Framing the Transfer Problem, James M. Royer, Jose Mestre and Robert Dufresne. Efficiency and Innovation in Transfer, Daniel Schwartz, John Bransford,and David Sears. Fuzzy-Trace Theory: Implications for Transfer in Teaching and Learning, Christopher Wolfe, Valerie F. Reyna and Charles J. Brainerd. Resources, Framing, and Transfer, David Hammer, Andrew Elby, Rachel Scherr, and Edward F. Redish. What Coordination Has to Say About Transfer, Andrea A. diSessa, and Joseph F. Wagner. Knowledge Representation and Coordination in the Transfer Process, Robert Dufresne, Jose Mestre, Thomas Thaden-Koch, William Gerace, and William Leonard. Dynamic Transfer: A Perspective from Physics Education Research, Sanjay Rebello, Dean Zollman, Alicia R. Allbaugh, Paula V. Engelhardt, Kara E. Gray, Zdeslav Hrepic, and Salomon F. Itza-Ortiz. Theory, Level, and Function: Three Dimensions for Understanding the Connections Between Transfer and Student Assessment, Daniel Hickey and James Pellegrino. Re-Framing the Evaluation of Education: Assessing Whether Learning Transfers Beyond the Classroom, Susan M. Barnett and Stephen J. Ceci. Transfer Between Variants of Mathematics Test Questions, Mary E. Morley, Rene R. Lawless, and Brent Bridgeman. Transfer of Mathematical Problem Solving Procedures Acquired Through Physical Science Instruction: When You Don’t See it, Why Not? Zbigniew Dziembowski and Nora Newcombe. How Far Can Transfer Go? Making Transfer Happen Across Physical, Temporal, and Conceptual Space, Milt Hakel and Diane Halpern. Transfer of Learning in Informal Education: The Case of Television, Shalom Fisch, Heather Kirkorian, and Daniel Anderson.