How Design Experiments Can Inform a Rethinking of Transfer andViceVersa

By Joanne Lobato. 2003

302 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d07c0390627e5d8e48e33a01dbcd7a9cc4d215ae

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In Mechanical Engineering

Citations in the corpus

Hidden lessons: How a focus on slope-like properties of quadratic functions encouraged unexpected generalizations ☆ (2008, methodology): “Specifically, we apply the actor-oriented transfer perspective (Lobato, 2003) to generalization, which advocates for a shift from the observer’s orientation to the actor’s orientation when studying processes of transfer or generalization.”
Resisting Overzealous Transfer: Coordinating Previously Successful Routines With Needs for New Learning (2012, background): “In the examples of negative transfer, it seems safe to say that students gave wrong answers—but wrong answers from whose perspective? In many cases, it is not so clear that a transfer is negative (Lobato, 2003 , 2012 /this issue).”
Design Research in Education: Yes, but is it Methodological? (2004, background): “A leading proponent of the need to take not only researchers’but actors’ (e.g., students’) constructions into account for advancing design studies is Lobato (2003).”
The significance of individual biography in workplace learning (2004, result): “Our findings resonate with those of Lobato (2003) in showing the importance of the actor’s/learner’s perspective; the influence of prior activity on current activity and the different ways in which actors may construe situations as being ‘similar’; that what experts consider to be only a ‘surface…”
Transfer of Learning Transformed. (2013, methodology): “By reanalyzing her data to look at how students see situations as similar, Lobato (2003) found significant evidence of transfer that had been overlooked in the initial etic analysis.”
EFFICIENCY AND INNOVATION IN TRANSFER (2005, background): “In educational settings, researchers need to focus on learning academic content; hence, it becomes crucial to ask what learners bring to a situation as they begin their learning (Lobato, 2003; NRC, 2000).”
Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction (2004, background): “Transfer is not something that happens only after an experimental or educational intervention (e.g., Lobato, 2003).”
Connections Between Generalizing and Justifying: Students' Reasoning with Linear Relationships (2007, background): “In response to the limitations of traditional views of transfer (described by Singley & Anderson, 1989), in which transfer is the application of knowledge learned in one situation to another situation, Lobato (2003) developed the actororiented transfer perspective.”
A Transfer-in-Pieces Consideration of the Perception of Structure in the Transfer of Learning (2010, background): “In response, Lobato (2003, 2006, 2008a, 2008b) endorsed an actor-oriented perspective on transfer, arguing that when the search for similarities is seen from the perspective of the learner (the “actor”), transfer is found quite readily—but not necessarily in the ways sought by the researcher or…”
Sameness and Difference in Transfer (2006, background): “Lobato and Siebert (2002) illustrated this view of transfer by means of a case”
The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice (2012, background): “This article focuses on one such alternative approach—the actor-oriented transfer perspective (AOT; Lobato, 2003, 2006, 2008a, 2008b).”
“Noticing” as an Alternative Transfer of Learning Process (2012, methodology): “For this study, we draw upon the AOT approach ( Lobato, 2003 , 2006 , 2008a , 2008b ) to develop “noticing” as a transfer process by coordinating what individuals notice with the social organization of their noticing.”
Abstract or concrete examples in learning mathematics? A replication and elaboration of Kaminski, Sloutsky, and Heckler’s study (2011, background): “And it was problematized and reconceptualised by adherents of the situative and sociohistoric perspective, for whom it involves an “attunement” to the affordances and constraints of the material artifacts and social environments that are invariant between learning and transfer situations (Greeno, Sm”
Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning (2012, background): “These approaches have led researchers to examine the role of sociocultural factors and context in transfer ( Greeno, 2006 ; Lave, 1988 ), to consider transfer as preparation for future learning ( Bransford & Schwartz, 1999 ), and to focus on the individual who is transferring from an actor-oriented”
Productive failure in mathematical problem solving (2010, background): “The pilot test revealed that one must consider a studentoriented view towards problem design ( Lobato 2003 ).”