Use of Knowledge Pieces and Context Features during the Transfer Process in Physics Tasks

Autor/inn/en	Gysin, Daniel; Brovelli, Dorothee
Titel	Use of Knowledge Pieces and Context Features during the Transfer Process in Physics Tasks
Quelle	In: International Journal of Science Education, 43 (2021) 13, S.2108-2126 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gysin, Daniel) ORCID (Brovelli, Dorothee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1952334
Schlagwörter	Physics; Learning Processes; Scientific Concepts; Energy; Problem Solving; Metacognition; Transfer of Training; Protocol Analysis; Secondary School Students + Suchen Sie Ihr Suchwort? Physik; Learning process; Lernprozess; Energie; Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Training; Transfer; Ausbildung; Sekundarschüler
Abstract	In this article, we present a qualitative study examining students' thoughts and strategies while transferring concepts about energy in physics. We include theoretical approaches of existing transfer research and findings from think-aloud interviews with 20 students of different ages and school levels to develop a framework for analysing the transfer process. The results of both traditional transfer studies and modern approaches, such as the 'Actor-Oriented Transfer perspective' (AOT) and 'Coordination Class Theory' (CCT), are regarded as a theoretical foundation for the framework. Our empirical data involves the statements of students solving a physics task with questions regarding the energy concept, which we used to inductively derive categories for our framework. We conclude that the transfer process is highly individual and that our framework can make this process visible. Knowledge can be transferred with or without a relation to the contextual features of the transfer situation, and it is possible that students describe the context situation itself without relating it to their existing knowledge pieces. Finally, we found four metacognitive strategies that students use while transferring their knowledge. The findings will help teachers to focus on the applicability of knowledge and on practising the use of transfer strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01