Transfer in Pieces

By Joseph Wagner. 2006

246 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/1079c47da8544e0bce3944ee77fecfc4afd95f91

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Children’s Use of Variables and Variable Notation to Represent Their Algebraic Ideas (2015, result): “Also of note in the understandings children showed in the mid-interviews is that, in keeping with descriptions of knowledge as “in pieces” (see diSessa, 1993; Wagner, 2006), the understandings are not necessarily stable or unitary.”
Achieving Alignment of Perspectival Framings in Problem-Solving Discourse (2012, background): “…have been provided by Brown and Clement (1989), who used a sequence of bridging analogies to extend a student’s understanding of reciprocal physical forces, and by Wagner (2006), who observed a student’s extensions of a statistical concept of sampling distributions as a function of sample size.”
An Overview of Conceptual Change Theories. (2007, background): “” Fourth, Wagner’s (2006) case study analysis suggests that students’ conceptual understanding is often highly context sensitive and that transfer therefore”
How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them (2012, background): “Such expectations for transfer may have an even greater impact on transfer to the extent that individual students are aware of and able to use content-based strategies for enhancing transfer like generating examples, comparing them, constructing generalizations, and becoming sensitive to the applica”
Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter (2010, background): “This perspective has the potential to assist teachers by offering guidance on which common intuitions teachers should seek to avoid activating and which might fruitfully be stimulated in the teaching of particular scientific concepts (Wagner, 2006).”
The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice (2012, background): “In an alternative account, generalizability is supported by the increasing complexity of a concept’s composition and the contextsensitivity of its parts to accommodate new situations (Wagner, 2006, 2010).”
Survey on the State of the Art (2016, methodology): “Wagner (2006) used clinical interviews to study learning of the statistical law of large numbers.”
Learning by Mapping Across Situations (2012, methodology): “Wagner (2006) adopted diSessa’s (1993) knowledgein-pieces framework to discuss his findings about Maria’s difficulties in making connections to prior concepts and solutions.”
The Effect of Schema-Based Instruction in Solving Mathematics Word Problems: An Emphasis on Prealgebraic Conceptualization of Multiplicative Relations (2008, background): “Systematic teaching through carefully selected multiple examples facilitate "transfer in pieces" and pattern recognition (Wagner, 2006).”
A Learning Trajectory in 6-Year-Olds' Thinking about Generalizing Functional Relationships. (2015, background): “We think, instead, that this reflects a progression in Rebecca’s thinking in that she had “pieces” of knowledge (Wagner, 2006) regarding the relationship at hand, but her understanding was not yet fully condensed in a way in which she would articulate the quantities being compared, or the pieces,…”
Handbook of Research on Learning and Instruction (2011, background): “Thus, children were taught to move based on elite, adult movement models rather than developmentally appropriate patterns such as those that Roberton (1982) described.”
Knowledge to Go: A Motivational and Dispositional View of Transfer (2012, background): “Lobato relates this to “transfer-in-pieces,” an alternative to a schema-based view of transfer also drawn from Wagner ( 2006 ).”
Alternative Perspectives on the Transfer of Learning: History, Issues, and Challenges for Future Research (2006, background): “According to Wagner (2006), transfer is supported through “the incremental refinement of knowledge resources that account for—rather than overlook—contextual variation” (p. 1). diSessa and Wagner also contended that the link between multiple contexts and transfer cannot be reduced to a numeric…”
“Noticing” as an Alternative Transfer of Learning Process (2012, background): “…how novices generalize their learning experiences, even if this leads to incorrect performance, rather than restricting their investigation to expert connections between learning and transfer situations (Lobato & Siebert, 2002; Rebello, Cui, Bennett, Zollman, & Ozimek, 2007; Wagner, 2006, 2010).”
The influence of framing on transfer: initial evidence from a tutoring experiment (2011, methodology): “2004; Design-Based Research Collective 2003), namely one-on-one tutoring provided at a university (e.g., Chi et al. 2001; Cohen et al. 1982; Graesser et al. 1995; VanLehn et al. 2003; Wagner 2006) to high school students.”