Exploring hurdles to transfer : student experiences of applying knowledge across disciplines

• Autores: Jouni Lappalainen, Juho Rosqvist
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 46, Nº. 3, 2015, págs. 404-419
• Idioma: inglés
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• Resumen

  • This paper explores the ways students perceive the transfer of learned knowledge to new situations – often a surprisingly difficult prospect. The novel aspect compared to the traditional transfer studies is that the learning phase is not a part of the experiment itself. The intention was only to activate acquired knowledge relevant to the transfer target using a short primer immediately prior to the situation where the knowledge was to be applied. Eight volunteer students from either mathematics or computer science curricula were given a task of designing an adder circuit using logic gates: a new context in which to apply knowledge of binary arithmetic and Boolean algebra. The results of a phenomenographic classification of the views presented by the students in their post-experiment interviews are reported. The degree to which the students were conscious of the acquired knowledge they employed and how they applied it in a new context emerged as the differentiating factors.