Advertisement

Transfer, Transition, or Transformation?

  • Howard Middleton
  • Liesbeth Baartman
Part of the International Technology Education Studies book series (ITES)

Abstract

Transfer of learning has been a periodic topic of research during the 20th century and a topic of research and critique in the late 20th and for most of the 21st century so far. The seemingly simple task of examining how learning in one setting affects learning or activity in another setting commenced in modern times with Thorndike and Woodworth’s (1901) study.

Keywords

Formal Learning Successful Transfer Workplace Learning Collateral Transition Transformative Learning 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132-169.CrossRefGoogle Scholar
  2. Alsup, J. (2006). Teacher identity discourses. Negotiating personal and professional spaces. Mahwah, NJ: Erlbaum.Google Scholar
  3. Baartman, L. K. J., & De Bruijn, E. (2011). Integrating knowledge, skills and attitudes: Conceptualizing learning processes towards vocational competence. Educational Research Review, 6, 125-134.CrossRefGoogle Scholar
  4. Beach, K. D. (1993). Becoming a bartender: The role of external memory cues in a work-directed educational activity. Journal of Applied Cognitive Psychology, 7, 191-204.CrossRefGoogle Scholar
  5. Beach, K. D. (1995a). Sociocultural change, activity and development: Some methodological aspects. Mind, Culture and Activity, 2(4), 277-284.CrossRefGoogle Scholar
  6. Beach, K. D. (1995b). Activity as a mediator of sociocultural change and individual development: The case of school-work transitions in Nepal. Mind, Culture, and Activity, 2(4), 285-302.CrossRefGoogle Scholar
  7. Beach, K. (1999). Consequential transitions: A sociocultural expedition beyond transfer in education. Review of Research in Education, 28, 46-69.Google Scholar
  8. Beach, K. D. (2003). Consequential transitions: A developmental view of knowledge propagation through social organisations. In T. Tuomi-Gröhn & Y. Engeström (Eds.), Advances in learning and instruction series: Between school and work: New perspectives on transfer and boundary crossing (pp. 39-62). Amsterdam: Pergamon.Google Scholar
  9. Bonawitz, E. B., Shafto, P., Geon, H., Goodman, N. D., Spelke, E., & Schultz, L. (2011). The doubleedged sword of pedagogy: Instruction affects exploration and discovery. Cognition, 120, 322-330.CrossRefGoogle Scholar
  10. Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 3(24), 61-100.Google Scholar
  11. Chi, M. T. H., & VanLehn, K. A. (2012). Seeing deep structure from the interactions of surface features. Educational Psychologist, 47, 177-188.CrossRefGoogle Scholar
  12. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: Harvard University Press.Google Scholar
  13. Detterman, D. K. (1993). The case for the prosecution: Transfer as an epiphenomenon. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 1-24). Norwood, NJ: Ablex.Google Scholar
  14. Evans, J. (1999). Building bridges: Reflections on the problem of transfer of learning in mathematics. Educational Studies in Mathematics, 39 (1-3), 23-44.CrossRefGoogle Scholar
  15. Habermas, J. (1971). Knowledge of human interests. Boston: Beacon.Google Scholar
  16. Illeris, K. (2004). Transformative learning in the perspective of a comprehensive learning theory. Journal of Transformative Education, 2, 79-89.CrossRefGoogle Scholar
  17. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.CrossRefGoogle Scholar
  18. Lemke, J. (1997). Cognition, context, and learning: A social semiotic perspective. In: D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp. 37-56). Mahwah, NJ: Erlbaum.Google Scholar
  19. Marton, F. (2006). Sameness and difference in transfer. The Journal of the Learning Sciences, 15(4), 499-535.CrossRefGoogle Scholar
  20. Mezirow, J. (1978). Education for perspective transformation: Women’s re-entry programs in community colleges. New York: Teacher’s College, Columbia University.Google Scholar
  21. Perkins, D. N., & Salomon, G. (2012). Knowledge to go: A motivational and dispositional view of transfer. Educational Psychologist, 47(3), 248-258.CrossRefGoogle Scholar
  22. Schwartz, D. L., Chase, C. C., & Bransford, J. D. (2012). Resisting overzealous transfer: Coordinating previously successful routines with needs for new learning. Educational Psychologist, 47(3), 204-214.CrossRefGoogle Scholar
  23. Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103, 759-775.CrossRefGoogle Scholar
  24. Stevenson, J. C. (1986). Adaptability: Empirical studies. Journal of Structural Learning, 9(2), 119-139.Google Scholar
  25. Stevenson, J. C. (1998). Performance of the cognitive holding power questionnaire in schools. Learning and Instruction, 8(5), 393-410.CrossRefGoogle Scholar
  26. Thorndike, E. L. (1913). Educational psychology: Vol. 2. The psychology of learning. New York: Columbia University Press.CrossRefGoogle Scholar
  27. Thorndike, E. L., & Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review, 8, 247-261.CrossRefGoogle Scholar
  28. Timmons, S., & Tanner, J. (2004). A disputed occupational boundary: Operating theatre nurses and operating department practitioners. Sociology of Health and Illness, 26(5), 645-666.CrossRefGoogle Scholar
  29. Tuomi-Gröhn, T., & Engeström, Y. (2003). Conceptualising transfer: Fromo standard notions to developmental perspectives. In T. Tuomi-Gröhn & Y. Engeström (Eds.), Between school and work: New perspectives on transfer and boundary-crossing (pp. 1-19). Amsterdam: Pergamon.Google Scholar
  30. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
  31. Wenger, E. (1998). Communities of practice, learning, meaning and identity. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  32. Whitson, J. A. (1997). Cognition as a semiotic process: From situated mediation to critical reflective transcendence. In D. Kirshner & J. A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp. 97-150). Mahwah, NJ: Erlbaum.Google Scholar

Copyright information

© Sense Publishers 2013

Authors and Affiliations

  • Howard Middleton
    • 1
  • Liesbeth Baartman
    • 2
    • 3
  1. 1.Griffith Institute for Educational ResearchGriffith UniversityAustralia
  2. 2.Eindhoven School of EducationEindhoven University of TechnologyNetherlands
  3. 3.Faculty of Education, Research Group Vocational EducationUtrecht University of Applied SciencesNetherlands

Personalised recommendations