Focusing Processes: Potential Pathways for Transfer of Science Concepts from an Engineering Task

Autor/inn/en	Malkiewich, Laura J.; Chase, Catherine C.
Titel	Focusing Processes: Potential Pathways for Transfer of Science Concepts from an Engineering Task
Quelle	In: International Journal of Science Education, 41 (2019) 11, S.1475-1495 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Malkiewich, Laura J.) ORCID (Chase, Catherine C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1613583
Schlagwörter	Transfer of Training; Scientific Concepts; Physics; High School Students; Problem Solving; Learning Processes; Advanced Courses; Suburban Schools; Public Schools; Hispanic American Students; Asian American Students; Engineering; Secondary School Science + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Physik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Problemlösen; Learning process; Lernprozess; Fortgeschrittenenunterricht; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Public school; Öffentliche Schule; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Maschinenbau
Abstract	Transfer is an important outcome of science and engineering education, but little work has explored factors that facilitate transfer of science concepts from engineering tasks. The transfer literature suggests that noticing deep structure is critical for transfer, but students often fail to do so in engineering tasks. This case study investigates how four pairs of high school students engage with features and structures during an engineering activity that incorporates physics concepts. Videos, transcripts, and student worksheets from the engineering task were analysed to identify critical differences between pairs who were more and less successful on a transfer posttest. While both high and low transfer pairs noticed the deep structure of the task, high transfer pairs more effectively focused on the deep structure of the problem, by choosing to engage with it over time and determining its importance for task success. Focusing processes found in high but not low transfer pairs included co-constructive dialoguing, referencing resources to identify features to integrate into their designs, and systematically testing those features. Results imply that scholars should consider the distinction between noticing and focusing when exploring factors that influence transfer. Focusing processes may help students transfer science concepts from engineering activities to non-engineering situations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01