A Transactional Approach to Transfer Episodes

Autor/inn/en	Jornet, Alfredo; Roth, Wolff-Michael; Krange, Ingeborg
Titel	A Transactional Approach to Transfer Episodes
Quelle	In: Journal of the Learning Sciences, 25 (2016) 2, S.285-330 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2016.1147449
Schlagwörter	Transfer of Training; Models; Experience; Theories; Recognition (Psychology); Logical Thinking; Technology Uses in Education; Secondary School Science; Secondary School Students; Foreign Countries; Video Technology; Interviews; Norway (Oslo) + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Analogiemodell; Erfahrung; Theory; Theorie; Recognition; Wiedererkennen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; Ausland; Interviewing; Interviewtechnik
Abstract	In this article we present an analytical framework for approaching transfer episodes--episodes in which participants declare or can be declared to bring prior experience to bear on the current task organization. We build on Dewey's writings about the continuity of experience, Vygotsky's ideas of unit analysis, as well as more recent developments in continental philosophy to develop a transactional approach that involves reconceptualizing the notion of experience. In this view, experience is not something that individuals have but an analytical category that denotes the unity of whole persons, their material and social environment, and their changing transactional relations (mutual effects on each other) across time. In the 1st part of the article, we present the theory and contrast it with past and present literature on transfer. In the 2nd part, we develop the methodological implications and analyze an episode of transfer from a technology-enhanced science education curriculum in which students were presented with analogous models of scientific phenomena across different tasks. We describe instances of recognition, of analogical reasoning, and of how students applied theoretical knowledge in terms of transactional units of change. We conclude by discussing implications with regard to further theoretical development and educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01