Effects of Knowledge Abstraction Strategies on Learning Transfer: An Experimental Study with Anchored Instruction.

• Main Authors: Chen, Ru-Hsiou, 陳如琇
• Other Authors: Yu-Fen Shih
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/84308525844190479147

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.