A Three-Attribute Transfer Skills Framework--Part II: Applying and Assessing the Model in Science Education

Autor/inn/en	Sasson, Irit; Dori, Yehudit Judy
Titel	A Three-Attribute Transfer Skills Framework--Part II: Applying and Assessing the Model in Science Education
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C4RP00120F
Schlagwörter	Science Instruction; Thinking Skills; Transfer of Training; Middle School Students; High School Students; Chemistry; Secondary School Science; Science Laboratories; Educational Technology; Web Based Instruction; Enrichment; Honors Curriculum; Student Evaluation; Grade 9; Physics; Gender Differences; Skill Development; Foreign Countries; Grade 12; Generalization; Israel + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Training; Transfer; Ausbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Chemie; Unterrichtsmedien; Web Based Training; Bereicherung; Schulnote; Studentische Bewertung; School year 09; 9. Schuljahr; Schuljahr 09; Physik; Geschlechterkonflikt; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; School year 12; 12. Schuljahr; Schuljahr 12
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. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01