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ERIC Number: EJ778211
Record Type: Journal
Publication Date: 2007
Pages: 15
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0256-2928
Conceptual Learning in Relation to Near and Far Transfer in the Secondary School Subject of Economics
Kneppers, Lenie; Elshout-Mohr, Marianne; van Boxtel, Carla; van Hout-Wolters, Bernadette
European Journal of Psychology of Education, v22 n2 p115-129 2007
In this study we investigated the effects of two treatments supplementing students' (16 to 18 years of age and in pre-university education) regular course in economics. One treatment, labelled concept treatment, aimed at the solidification of the students' knowledge about economic concepts and their interrelations. The other treatment, labeled context treatment, aimed at the solidification of the connections between economic concepts and practical contexts. The aim of the study was to find out which treatment was most effective in meeting two demands that have been made by educators and advisory boards. The first demand is that students should gain competence in analysing practical problems from an economic perspective. The second demand is that students should be prepared for transfer of what they learned in the lessons to problems that are new to them. We expected that near transfer is reached more readily than semi-far transfer. This was the case for the solidification of connections between concepts and contexts. The context condition performed better. It was not the case for the solidification of the concepts which was the aim for the concept treatment. There was no difference in the results on the concept test between the two conditions. As to the assumption that a solid conceptual network is a prerequisite for far transfer, the findings are inconclusive. (Contains 2 figures, 1 table, and 1 appendix.)
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A