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Article de revue:
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ID no. (ISBN etc.): 10508406
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Clé de citation BibTeX: Greeno2006
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Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. Journal of the Learning Sciences, 15(4), p. p537–547.
Ajoutée par: Lynda Taabane 2008-02-21 10:32:08 Dernièrement modifiée par: Lynda Taabane 2008-02-21 10:48:05
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Catégories: Analogie, Apprentissage mathématiques, Full text
Descripteurs: COMPREHENSION, COMPREHENSION -- Testing, concept learning, EDUCATION -- Research, EDUCATIONAL psychology, information processing, Learning, Psychology of, STUDENTS -- Psychology, TRANSFER of training
Auteurs: Greeno
Collection: Journal of the Learning Sciences
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Nombre de vues: 390
Popularité: 35.42%
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Résumé
Engle's (this issue) analysis of framing students' contributions in learning interactions to construct generality and Marton's (this issue) discussion of learning to discern differences make valuable contributions to the ongoing scientific effort to understand transfer. This commentary characterizes these articles as contributing to 2 valuable themes of recent and ongoing research on transfer. One involves positioning of students in activity systems where they can learn or where their transfer is assessed. The other involves characteristics of knowing in conceptual domains. Based on the contributions of Engle, Marton, and others, this commentary conjectures that positioning with authority and accountability in learning and transfer settings (cf., Engle & Conant, 2002) and learning that develops connected knowing of affordances and constraints that are broadly characteristic of a domain (cf., Belenky, Clinchy, Goldberger, & Tarule, 1986; Gibson, 1979) are probably important contributin
Ajoutée par: Lynda Taabane Dernièrement modifiée par: Lynda Taabane
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Idées
pdf dispo
Ajoutée par: Lynda Taabane
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