| Summary: | 碩士 === 淡江大學 === 教育資料科學學系 === 85 === Transfer of learning is one of the major purpose of education.
Theories andresearches have tried hard to answer questions like
: How is transferoccurred ? How is transfer enhanced? Situated
cognitive theory and researchabout Anchored Instruction together
bring some positive findings. AnchoredInstruction provides
learners a situated, authentic, and social learningenvironment,
and students learn to solve problems instead of facts
andprinciples. Although students are able to solve various
problems in thisrich context, but is it enough for students to
solve problems in different,novel context? Would it be like
procedural/skill training that is successfulin simulated
training context? Trainees usually could solve similar
problemsin real context that training context simulated (near
transfer), but not onfar transfer problems. It is suggested that
"knowledge abstraction" is thekey process for transfer to occur,
and how is knowledge abstracted fromcontext affects transfer.
This research is to investigate how different knowledge
abstractionstrategies affect students'' transfer ability. The
teach of problem-solvingstrategies in Anchored Instruction is
considered as helping studentsabstract knowledge from context
and is hypothesized thus enable them totransfer. Furthermore,
will it be better to provide aids（self-reflectionactivity） for
students to abstract knowledge by themselves? An experimentwas
conducted to compare how Anchored Instruction with (1).
teachingproblem-solving strategies, (2).practice various
problems withself-reflection activity, (3). no knowledge
abstraction activity, affectnear and far transfer. The result is
that there is no significant deferencein treatments. It is that
different knowledge abstraction strategies didn''taffect
significantly students'' transfer ability.
|
|---|
