How People Learn: Chapter 3
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Chapter 3: Learning and Transfer
This chapter focuses on learning experiences that lead to transfer. Transfer is defined as the ability to extend what has been learned in one context to new contexts. The key characteristics the authors explore are: initial learnings, abstract representations, an active and dynamic approach, and influence of prior knowledge.
Initial learning is necessary for transfer: how much one has mastered the subject is an important factor because transfer cannot be achieved if the level of learning is inadequate. In addition, the degree to which people understand the material rather then merely memorizing facts and procedures will influence the success of transfer. To accomplish transfer successfully, educators must invest a large amount of time to ensure their students have developed an understanding of the initial material and have been given plenty of time to practice and examine their understanding. Learning that is made meaningful will have a greater impact on students, and they should be more willing to invest the time necessary to develop their understanding. Transfer is also affected by the students ability to be more flexible between contexts. Students should be able to transfer material from one context to another and develop meaning between them.
Abstract representations can promote transfer: Research has shown that students who have been taught the abstract concepts underlying a particular task demonstrate a greater ability to transfer knowledge to new contexts and tasks. In addition, abstract thinking may promote transfer across domains.
Transfer must be an active dynamic process: Students should be given the opportunity for reflection. Allowing people to become aware of themselves as learners can help them actively monitor their learning strategies and resources.
Transfer involves prior knowledge: Prior knowledge must be activated in order to determine possible misconceptions that students may already have. In addition, an educator must understand other interpretations of a single concept and consider conceptual change as well as cultural influences that shape a person's prior knowledge.
Transfer between school and everyday life It is important to teach students to adapt between school-related tasks and non-school related situations. The contrasts between the two arenas are three-fold: First, a school setting demands much more of the individual than the "real world." Collaboration is typically expected and delegation of tasks is common. The second contrast involves the use of tools in the real world versus the expectation of "Brain Power" in the school setting. Being able to use tools helps with transfer across arenas. The third contrast involves abstract reasoning in school and contextualized reasoning in the real world.
