Interdisciplinary Learning in Mathematics and Science: Transfer of Learning for 21st Century Problem Solving at University.

Yoshitaka Nakakoji,Rachel Wilson

doi:10.3390/jintelligence8030032

Abstract

Transfer of learning, the application of learning to different contexts over time, is important to all learning for development. As 21st century skills specifically aim to be “generic,” there is an assumption that they can be transferred from context to context. We investigate the process of transfer in problem solving, with specific focus on mathematical problem solving tasks. Problem solving is highly valued in 21st century workplaces, where mathematical skills are also considered to be foundational in STEM and of paramount importance. This study examines the transfer of first semester mathematics learning to problem solving in second semester physics at university. We report on: (1) university students’ (n = 10) “think-aloud” accounts of the process of transfer; and (2) students’ (n = 10) and academics’ (n = 8) perspectives on transfer processes and problem solving. Think-aloud accounts show students’ recursive use of interpretation, integration, planning and execution thinking processes and highlight the meta-cognitive strategies used in transfer. Academics’ and students’ perspectives on transfer show disparities. Understanding these perspectives is important to current initiatives to integrate and optimise 21st century learning within universities. We argue that renewed attention on the concept of transfer is needed if the generic aims of 21st century skills are to be understood and promoted.

Highlights

This article focuses on the centrality and potential of transfer of learning for 21st Century (21C).In particular we explore mathematics transfer, which is widely recognised as central to human development, educational systems and economies, and has recently been the focus of many research projects, policy and public campaigns internationally (Australian Industry Group 2013; Office of theChief Scientist 2013; National Research Council 2013; The Royal Society Science Policy Centre 2014;U.S Congress Joint Economic Committee 2012; U.S Department of Education 2016)
We argue that renewed attention on the concept of transfer is needed if the generic aims of 21st century skills are to be understood and promoted
Comments provide additional important information and the transfer column highlights whether any transfer of mathematics learning to the physics task was evident

Summary

Introduction

In particular we explore mathematics transfer, which is widely recognised as central to human development, educational systems and economies, and has recently been the focus of many research projects, policy and public campaigns internationally Given its importance, relatively little recent research exists that examines how mathematics learning is applied in other contexts; and even less research that operationalises and explores transfer of learning within authentic educational systems (Nakakoji and Wilson 2018). We argue that considering the transfer of mathematics learning is critical to the development of 21C skills; and that attention to the role of transfer more broadly, within holistic conceptions of 21C learning, is needed to progress understanding in the field.

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Results

Conclusion