Abstract
Transfer is not static but a dynamic process of learning. In this article, the concept of transfer and the implications of its study are reconsidered from the theoretical basis of the complex dynam...
Highlights
In modern society, a goal of educators is to provide experiences that allow students to think deeply about concepts and to develop skills, more than repeating information
Contrary to this traditional approach of transfer, we proposed a “dynamic process of transfer,” emphasizing the argument of Larsen-Freeman (2013) who indicates that the “transfer process itself is likely to be much more dynamic, when in which students construct, rather than carry over the knowledge to the new situation” (p. 118)
From perspectives as the Structure-Mapping Theory (Gentner, 1983, 1989), and the Constraint-Satisfaction Theory (Holyoak & Thagard, 1989), transfer implies to capture information from one domain to be “applied” into another one due to a correspondence. This transfer of a common information our knowledge content is clearly described in structure mapping theory by the terms “pure matching” and “carry over.” (Gentner, 1983, 1989). This traditional approach of transfer could be considered a static view for various reasons
Summary
A goal of educators is to provide experiences that allow students to think deeply about concepts and to develop skills, more than repeating information. The challenge for teachers is to generate the proper conditions for children to be able to successfully generalize their learning and skills to new scenarios and problems (Bransford, Brown & Cocking, 1999; Brown et al, 1989; Donovan & Bransford, 2005) This ability to learn from a particular experience and apply the knowledge gained to a different context has been called transfer (Singley & Anderson, 1989). The study of transfer is interesting in children at preschool and primary school because they are in a critical period of the learning and development At these ages, children construct basic knowledge in different domains to respond to educational and real-life demands.
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