Preconditions for active transfer in learning processes:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Helsinki
Suomen Tiedeseura Finska Vetenskaps-Societeten
1999
|
| Schriftenreihe: | Commentationes scientiarum socialium
55 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Zugl.: Helsinki, Univ., Diss., 1999 |
| Beschreibung: | 165 S. |
| ISBN: | 9516533027 |
Internformat
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Datensatz im Suchindex
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| adam_text | Titel: Preconditions for active transfer in learning processes
Autor: Soini, Tiina
Jahr: 1999
CONTENTS
Acknowledgements..............................................9
I Aims and structure of the study
1. The research project...........................................12
1.1. Introduction..........................................12
1.2. Objects of the study.....................................13
2. Methodological solutions .......................................14
2.1. Research as design......................................14
2.2. Ecological validity......................................15
2.3. Ethnographie and reflective approach........................16
2.4. Phases of inquiry.......................................18
2.4.1.First- and second-order inquiries......................18
2.4.2. Third-order inquiry...............................20
II Theoretical and conceptual framework
1. Perspectives on transfer.........................................22
1.1. On the history of transfer studies............................22
1.2. Situative and metacognitive perspectives on transfer..............25
2. The concept of world view......................................27
2.1. Towards a unified world view.............................27
2.2. The structure and content of world view......................30
2.3. The individual as the constructor of her world view..............32
3. Human development...........................................36
3.1. The environmental context of development....................36
3.2. The self.............................................38
4. Aspects of cognition...........................................41
4.1.Human cognition.......................................41
4.2.Socially shared cognition..................................42
4.2.1. The social nature of the development of cognition........42
4.2.2. Grounding.....................................45
4.3. Metacognition ........................................47
4.4. Metacognitive awareness.................................49
4.4.1. Self-reflection as metacognitive awareness...............49
4.4.2. Self-regulation and motivation.......................51
5. Perspectives on leaming and instruction.............................53
5.1. Pragmatic constructivism..................................53
5.2. Leaming within and outside of school........................55
5.3. Situated leaming.......................................57
5.3-1. Complex leaming environments......................57
5.3.2. Leaming as a social activity.........................58
5.4. iearning as cognitive action...............................6l
5.4.1. The rôle of prior knowledge........................6l
5.4.2. The problem of inert knowledge.....................63
5Â3- Higher order thinking.............................65
5.4.4. Curriculum for thought............................68
6. Actively managed transfer.......................................70
6.1. Active transfer in an effective problem solving process............70
6.2. Some conséquences for Iearning environments.................72
7- Problems with implementations...................................75
iil The leaming environment in the project concerning the prévention
of social exclusion
1. Social exclusion..............................................80
1.1. Social exclusion as an individual expérience....................80
1.2. iearning - a way out of social exclusion......................81
1.3- On the project concerning the prévention of social exclusion.......83
2. Study design...............................................85
2.1. Research problems......................................85
2.2. Methods ...........................................86
2.2.1. First-order inquiry................................86
2.2.2. Second-order inquiry..............................87
2.2.3. Participants of self-assessments.......................87
2.3. About the analyses......................................89
3. Résulte: Participant observation...................................90
3.1. Observations about interaction.............................90
3.1.1. Institutionalized grounding.........................90
3.1.2. Peer interaction.................................92
3.2. Observations about goal-orientation
4. Results: The questionnaire.......................................94
4.1. Reflecting the participant observation on the questionnaire.........94
4.1.1. Goals and interaction.............................94
4.1.2. Guidance and participation.........................96
4.2. The occurrence of transfer................................97
5. Discussion .................................................98
IV Preconditions for active transfer in the teacher training experiment
1. The teacher training experiment..................................102
1.1. Need for a change.....................................102
1.2. Some background.....................................103
1.3. Experiential study process: The beginning....................105
2. Study design............................................107
2.1. Research problems.....................................107
2.2. Methods............................................108
2.2.1. First-order inquiry...............................108
2.2.2. Second-order inquiry.............................108
2.2.3. Third-order inquiry - the questionnaire................109
2.3. About the analyses.....................................110
3. Results: The questionnaire...................................111
3.1. Catégories of description................................111
3.1.1 Problem-finding and formulation in the two groups........111
3.1.2. Problem environment............................115
3.1.3 Summary: General patterns of problem-finding and
problem-formulation..............................117
3.2. Descriptions of the process..............................118
3.2.1. Goals of action.................................118
3.2.2. Descriptions of cognitive processes...................120
3.3- Assessments of the learning of metacognitive skills..............122
3.4. Summary............................................124
3.5. Conclusion and discussion...............................127
4. Descriptions of the study process during the experiment................128
4.1.Teachership..........................................128
4.1.1. Aspects of teachership............................128
4.2. Students représentations of good teachership..................130
4.3. Conceptual change in peer interaction.......................135
4.3.1. Group grounding...............................135
4.3.2. Reflective discussion: values........................136
4.3.3. Reflective discussion: world view and learning...........140
4.4. Summary............................................143
4.5. Conclusion and discussion...............................145
5. General discussion...........................................146
Appendices ................................................149
Références ................................................158
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| institution | BVB |
| isbn | 9516533027 |
| language | English |
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| series2 | Commentationes scientiarum socialium |
| spelling | Soini, Tiina Verfasser aut Preconditions for active transfer in learning processes Tiina Soini Helsinki Suomen Tiedeseura Finska Vetenskaps-Societeten 1999 165 S. txt rdacontent n rdamedia nc rdacarrier Commentationes scientiarum socialium 55 Zugl.: Helsinki, Univ., Diss., 1999 Transfer (DE-588)4078384-4 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Transfer (DE-588)4078384-4 s DE-604 Commentationes scientiarum socialium 55 (DE-604)BV000005849 55 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=008792756&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Soini, Tiina Preconditions for active transfer in learning processes Commentationes scientiarum socialium Transfer (DE-588)4078384-4 gnd |
| subject_GND | (DE-588)4078384-4 (DE-588)4113937-9 |
| title | Preconditions for active transfer in learning processes |
| title_auth | Preconditions for active transfer in learning processes |
| title_exact_search | Preconditions for active transfer in learning processes |
| title_full | Preconditions for active transfer in learning processes Tiina Soini |
| title_fullStr | Preconditions for active transfer in learning processes Tiina Soini |
| title_full_unstemmed | Preconditions for active transfer in learning processes Tiina Soini |
| title_short | Preconditions for active transfer in learning processes |
| title_sort | preconditions for active transfer in learning processes |
| topic | Transfer (DE-588)4078384-4 gnd |
| topic_facet | Transfer Hochschulschrift |
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