How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them

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Knowledge to Go: A Motivational and Dispositional View of Transfer (2012, background): “More broadly, Engle, Lam, Meyer, and Nix ( 2012 /this issue) draw on the notion of intercontextuality, where learning contexts can refer forward to potential transfer contexts and vice versa, with enough linkages making them perceived as one large context.”
Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach (2020, background): “In addition, Engle et al. (2012) argue that learning environments need to be reframed so that students are actively involved in authoring knowledge, where they are required to draw from their existing knowledge to build new understandings of the phenomenon.”
Introduction to “New Conceptualizations of Transfer of Learning” (2012, background): “…(Richland et al., 2012/this issue), actor-oriented approaches (Lobato, 2012/this issue), taking advantage of well-grounded perception and action processes (Day & Goldstone, 2012/this issue), and explicit framings to encourage developing transportable representations (Engle et al, 2012/this issue).”
Designing for deeper learning in a blended computer science course for middle school students (2015, methodology): “This was done with a view to “ expan-sively frame ” (Engle, Lam, Meyer, & Nix, 2012) the curriculum so learners would see a broader relevance of their learning.”