Transferring Knowledge in a Knowledge-in-Use Task--Investigating the Role of Knowledge Organization

Autor/inn/en	Kubsch, Marcus; Touitou, Israel; Nordine, Jeffrey; Fortus, David; Neumann, Knut; Krajcik, Joseph
Titel	Transferring Knowledge in a Knowledge-in-Use Task--Investigating the Role of Knowledge Organization
Quelle	In: Education Sciences, 10 (2020), Artikel 20 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kubsch, Marcus) ORCID (Touitou, Israel) ORCID (Fortus, David)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Transfer of Training; Goal Orientation; Mastery Learning; Middle School Students; Energy; Grade 7; Early Adolescents; Prior Learning; Cognitive Structures; Science Education + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Zielorientierung; Zielvorstellung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Energie; School year 07; 7. Schuljahr; Schuljahr 07; Vorkenntnisse; Cognitive structure; Kognitive Struktur; Naturwissenschaftliche Bildung
Abstract	Knowledge-in-Use, i.e., the ability to apply what one has learned, is a major goal of education and involves the ability to transfer one's knowledge. While some general principles of knowledge transfer have been revealed, the literature is full of inconclusive results and it remains hard to predict successful transfer. However, research into expertise suggests that how one organizes one's knowledge is critical for successful transfer. Drawing on data from a larger study on the learning of energy, we employed network analysis to investigate how the organization of students' knowledge about energy influenced their ability to transfer and what role achievement goal orientation may have played in this. We found that students that had more coherently organized knowledge networks were more successful in transfer. Furthermore, we also found a connection between mastery goal orientation and the organization of students' knowledge networks. Our results extend the literature by providing evidence for a direct connection between the organization of students' knowledge networks, their success in transfer, and their goal orientation and hint at the complexities in the relationship between mastery approach goal orientation and successful transfer beyond what is reported in the literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01