Effects of Topic Familiarity on Analogical Transfer in Problem-Solving: A Think-Aloud Study of Two Singular Cases

Autor/inn/en	Gómez Ferragud, Carlos B.; Solaz-Portolés, Joan Josep; Sanjosé, Vicente
Titel	Effects of Topic Familiarity on Analogical Transfer in Problem-Solving: A Think-Aloud Study of Two Singular Cases
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 4, S.875-887 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Familiarity; Units of Study; Problem Solving; Logical Thinking; Protocol Analysis; Qualitative Research; Case Studies; Secondary School Students; Cognitive Ability; Task Analysis; Performance Factors; Mathematics Education; Grade 9; Student Behavior; Difficulty Level; Learning Strategies; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Lerneinheit; Problemlösen; Qualitative Forschung; Case study; Fallstudie; Case Study; Sekundarschüler; Denkfähigkeit; Aufgabenanalyse; Leistungsindikator; Mathematische Bildung; School year 09; 9. Schuljahr; Schuljahr 09; Student behaviour; Schülerverhalten; Schwierigkeitsgrad; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Spanien
Abstract	We conducted a qualitative research of case studies based on think-aloud protocols. The aim was to carry out in-depth analyse secondary students' cognitive difficulties appearing in early stages of transfer processes in problem-solving. The task was to relate several source problems to a target problem, in order to solve it effectively. Source and target problems had different Surface and/or Structural similarities. In this paper, the solvers' high or low Familiarity with the problem stories on transfer processes was also focused on. Two emergent instructional phenomena are described, both associated to specific students' cognitive obstacles to achieve success in solving the target problem: the "Screen effect" and the "Sisyphus effect". The obstacles were harder for low Familiarity problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01