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ERIC Number: EJ935162
Record Type: Journal
Publication Date: 2011-Sep
Pages: 26
Abstractor: As Provided
Reference Count: 99
ISBN: N/A
ISSN: ISSN-0020-4277
The Influence of Framing on Transfer: Initial Evidence from a Tutoring Experiment
Engle, Randi A.; Nguyen, Phi D.; Mendelson, Adam
Instructional Science: An International Journal of the Learning Sciences, v39 n5 p603-628 Sep 2011
This paper investigates the idea that the framing of learning and transfer contexts can influence students' propensity to transfer what they have learned. We predicted that transfer would be promoted by framing contexts in an expansive manner in which students are positioned as having the opportunity to contribute to larger conversations that extend across time, places, people, and topics. A one-on-one tutoring experiment was conducted to test this hypothesis by manipulating framing as either expansive or its opposite (bounded) within a complex instructional learning ecology. We investigated the degree to which high school biology students transferred knowledge from a learning session about the cardiovascular system to a transfer-of-learning session about the respiratory system depending on framing condition. Consistent with the framing hypothesis, students in the expansive condition were generally more likely to transfer facts, a conceptual principle, and a learning strategy from one system to another. (Contains 3 tables, 5 figures, and 5 footnotes.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A