Probing adults' conceptual understanding and transfer of learning via problem posing

By Jose P. Mestre. 2002

137 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d65ace830f45e779b90eb638340b3850b3010509

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Beyond Epistemological Deficits: Dynamic explanations of engineering students’ difficulties with mathematical sense-making (2011, background): “Mestre ( 2002 ) explained the student’s difficulty in terms of conceptual and procedural error and failure to transfer.”
Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application (2018, background): “Other well-developed areas that examine transfer of learning (i.e., adult education, see Mestre, 2002; business, see Mayer, Dale, Fraccastoro, & Moss, 2011; job training, see Hutchins, Nimon, Bates, & Holton, 2013; motor learning, see Lee, 1988) may be considered in future research on this topic…”
Translating the ICAP Theory of Cognitive Engagement Into Practice (2018, background): “There are many examples of generative/Constructive behaviors in a learning context, such as explaining to others or to oneself (Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Chi, de Leeuw, Chiu, & LaVancher, 1994), taking notes in one’s own words (Trafton & Trickett, 2001), posing problems (Mestre, 2”
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “…& Vye, 2005; Novak, 1990); taking notes in one’s own words (Trafton & Trickett, 2001); asking questions (Graesser & Person, 1994); posing problems (Mestre, 2002); comparing and contrasting cases (Schwartz & Bransford, 1998); integrating two texts (Rouet, Britt, Mason, & Perfetti, 1996), or…”
Learning Physics in Context: A study of student learning about electricity and magnetism (2005, background): “What is identified as task, Mestre often refers to as the context (of a problem) (Mestre, 2002).”
Synthesis of Discipline-Based Education Research in Physics. (2014, background): “In problem posing [111], students must generate a problem statement that meets certain criteria (for example, they are shown a diagram of two blocks connected by a string and they must pose a problem that can be solved by Newton’s second law).”