EFFICIENCY AND INNOVATION IN TRANSFER

By Daniel L. Schwartz. 2005

658 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b5a43f192845efc18ed172037f36f37686b2f295

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Citations in the corpus

Enhancement of Metacognition Use and Awareness by Means of a Collaborative Intervention (2011, methodology): “Particularly, the role of teacher facilitates developing competencies and confidence necessary to learn independently (Schwartz et al., 2005) and has proven to be significantly relevant for pre-formal thinking female students (Cooper, Cox, et al.”
Resisting Overzealous Transfer: Coordinating Previously Successful Routines With Needs for New Learning (2012, methodology): “T&P was derived from work on problem solving, which notes that it is not enough to simply provide general statements about problem-solving strategies (Simon, 1980). People must also practice solving problems so they can learn to relate general solutions to specific applications. So teachers and text”
Effects of Small-Group Learning on Transfer: a Meta-Analysis (2015, background): “Transfer is enhanced when learners have elicited critical attributes of a situation and developed the ability to flexibly deploy key principles (Biederman and Shiffrar 1987; Bransford and Schwartz 1999; Schwartz et al. 2005).”
Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006) (2007, background): “…many forms of guided instruction tend to focus more on directly applicable knowledge and focus on “sequestered problem solving” transfer tasks that require learners to solve problems based on the acquired knowledge, without the option of seeking out additional information (Schwartz et al., 2005).”
Adaptive capacity and learning to learn as leverage for social–ecological resilience (2007, background): “This enhances transferability of skills, builds confidence in dealing with new situations (Schwartz et al. 2005), and results in new cognitive abilities (Bialystok et al. 2005).”
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005, background): “In this respect, a fast automation of the part-tasks may be detrimental to learning the whole task because this blocks successful integration later ( Schwartz et al., in press ).”
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, methodology): “– Basic procedures are automated but, at the same time, adaptable to the specifi c conditions of the individual case and context (Hatano and Inagaki 1986 ; Schwartz et al. 2005 ).”
Productive Failure (2006, background): “In fact, the contrasting-case design is a special case of a more general argument from discernability on the nature of learning and transfer (Garner, 1974; Marton, 2006; Mestre, 2005; Schwartz & Bransford, 1998).”
Middle-School Science Students’ Scientific Modelling Performances Across Content Areas and Within a Learning Progression (2013, background): “In addition, the evaluation of transfer, near or far, highly depends on one's belief on what learning is (Lave, 1988 ; Marton, 2006 ) and, hence, on the assessment tools (Bransford & Schwartz, 1999 ; Schwartz, Bransford, & Sears, 2005 ).”
Introduction to “New Conceptualizations of Transfer of Learning” (2012, unknown): “However, there are recent suggestions that students can, under some circumstances, transfer their knowledge across superficially dissimilar domains (Pedone, Hummel, & Holyoak, 2001 ; Schwartz, Bransford, & Sears, 2005 ; Schwartz, Sears, & Chang, 2007 ).”
Key experiences in student teachers’ development (2011, background): “Balancing efficiency and innovation in learning (Hatano & Inagaki, 1986; Schwartz et al., 2005).”