Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2232
Title: A Microgenetic Analysis of How Expansive Framing Led to Transfer with One Struggling Student
Authors: Lam, Diane
Meyer, Xenia
Engle, Randi A.
Goldwasser, Lloyd
Zheng, Kathleen
Naves, Erica
Tan, Danny
Hsu, Richard
Rosas, Hernan
Perez, Sarah
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Lam, D., Meyer, X., Engle, R. A., Goldwasser, L., Zheng, K., Naves, E., Tan, D., Hsu, R., Rosas, H., & Perez, S. (2012). A Microgenetic Analysis of How Expansive Framing Led to Transfer with One Struggling Student. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 40-47). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: Research has shown that it is uncommon for students to transfer what they learn about science to their other classes, let alone their everyday lives. However, a set of recent studies provides empirical evidence that the expansive framing of learning contexts can foster transfer. In this paper, we further our investigations of the idea that transfer is promoted by the instructional practice of framing learning contexts expansively. We do so by offering a micro- genetic analysis of a relatively surprising case of transfer by a student in a high school biology class. In particular, we use her case to evaluate five recently proposed explanations for exactly how expansive framing may foster transfer, and close with additional hypotheses for how transfer may have been supported with this particular student.
URI: https://doi.dx.org/10.22318/icls2012.1.40
https://repository.isls.org//handle/1/2232
Appears in Collections:ICLS 2012

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