The effects of idealized and grounded materials on learning, transfer, and interest: An organizing framework for categorizing external knowledge representations.

Autor/inn/en	Belenky, Daniel M.; Schalk, Lennart
Titel	The effects of idealized and grounded materials on learning, transfer, and interest: An organizing framework for categorizing external knowledge representations. Gefälligkeitsübersetzung: Die Effekte von idealisiertem und begründetem Material auf Lernen, Transfer und Interesse: Ein organisierendes Gerüst zur Kategorisierung externaler Wissensrepräsentationen.
Quelle	In: Educational psychology review, 26 (2014) 1, S. 27-50Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1040-726X; 1573-336X
DOI	10.1007/s10648-014-9251-9
Schlagwörter	Kognitive Psychologie; Pädagogische Psychologie; Pädagogischer Transfer; Wissensrepräsentation; Interesse; Lernen; Unterrichtsorganisation; Unterrichtsmedien; Taxonomie
Abstract	Research in both cognitive and educational psychology has explored the effect of different types of external knowledge representations (e.g., manipulatives, graphical/pictorial representations, texts) on a variety of important outcome measures. The present contribution places this large and multifaceted research literature into an organizing framework, classifying 3 categories of external knowledge representations along a dimension of groundedness: (1) idealized, (2) grounded and including only relevant features, and (3) grounded and including irrelevant features. This organizing framework allows a focus on the implications of these characteristics of external knowledge representations on 3 important educational outcomes: learning and immediate performance using the target knowledge, the degree to which that knowledge can transfer flexibly, and the interest engendered by the learning materials. The framework is illustrated by mapping a wide body of research from educational and cognitive psychology onto its dimensions. This framework can aid educators by clearly stating what the research literature says about these characteristics of external knowledge representations and how they activate and support the construction of internal knowledge representations. In particular, it will speak to how to best structure instruction using external knowledge representations with different characteristics, depending on the learning objective. Researchers will benefit from the analysis of the current state of knowledge and by the description of what open questions still remain. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3