Resisting Overzealous Transfer: Coordinating Previously Successful Routines with Needs for New Learning

Autor/inn/en	Schwartz, Daniel L.; Chase, Catherine C.; Bransford, John D.
Titel	Resisting Overzealous Transfer: Coordinating Previously Successful Routines with Needs for New Learning
Quelle	In: Educational Psychologist, 47 (2012) 3, S.204-214 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2012.696317
Schlagwörter	Transfer of Training; Prior Learning; Teaching Methods; Science Instruction; Measures (Individuals); Research; Problem Based Learning; Problem Solving; Educational Strategies; Higher Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Messdaten; Forschung; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Lehrstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Many approaches to instruction focus on helping people learn to recognize "the old in the new"--to turn what would otherwise be novel problems into familiar patterns that can be solved efficiently through the reuse of prior learning. Instruction that leads to efficient transfer is important, but it can also promote what we call "overzealous" transfer (OZT), where people focus primarily on seeing the old in the new because old routines have been successful before. As a result, OZT can hinder opportunities for new learning, and this can further diminish adaptive transfer later on. We relate OZT to "negative transfer," provide experimental examples of OZT, discuss how a number of professions have developed procedures for avoiding OZT, argue that many common approaches to instruction and assessment may inadvertently produce OZT, and suggest some implications for future research. (Contains 3 figures and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10