Use of knowledge pieces and context features during the transfer process in physics tasks

References

• Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128(4), 612–637. https://doi.org/10.1037/0033-2909.128.4.612
   PubMed Web of Science ®Google Scholar
• Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347–370. https://doi.org/10.1002/sce.20186
   Web of Science ®Google Scholar
• Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
   Google Scholar
• Brennan, R. L., & Prediger, D. J. (1981). Coefficient kappa: Some uses, misuses, and alternatives. Educational and Psychological Measurement, 41(3), 687–699. https://doi.org/10.1177/001316448104100307
   Web of Science ®Google Scholar
• Charters, E. (2003). The use of think-aloud methods in qualitative research: An introduction to think-aloud methods. Brock Education Journal, 12(2), 68–82. https://doi.org/10.26522/brocked.v12i2.38
   Google Scholar
• Chi, M. T. H., & VanLehn, K. A. (2012). Seeing deep structure from the interactions of surface features. Educational Psychologist, 47(3), 177–188. https://doi.org/10.1080/00461520.2012.695709
   Web of Science ®Google Scholar
• Day, S. B., & Goldstone, R. L. (2012). The import of knowledge export: Connecting findings and theories of transfer of learning. Educational Psychologist, 47(3), 153–176. https://doi.org/10.1080/00461520.2012.696438
   Web of Science ®Google Scholar
• diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2-3), 105–225. https://doi.org/10.1080/07370008.1985.9649008
   Web of Science ®Google Scholar
• diSessa, A. A., & Wagner, J. F. (2005). What coordination has to say about transfer. In J. P. Mestre (Ed.), Transfer of learning: From a modern multidisciplinary perspective (pp. 121–154). Information Age Publishing.
   Google Scholar
• Dufresne, R. J., Mestre, J. P., Thaden-Koch, T., Gerace, W., & Leonard, W. (2005). Knowledge representation and coordination in the transfer process. In J. P. Mestre (Ed.), Transfer of learning: From a modern multidisciplinary perspective (pp. 155–215). Information Age Publishing.
   Google Scholar
• Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data (Rev. Ed.). MIT Press.
   Google Scholar
• Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15(1), 1–38. https://doi.org/10.1016/0010-0285(83)90002-6
   Web of Science ®Google Scholar
• Harrer, B. W., Flood, V. J., & Wittmann, M. C. (2013). Productive resources in students’ ideas about energy: An alternative analysis of Watts’ original interview transcripts. Physical Review Special Topics - Physics Education Research, 9(2), 023101-1–023101-5. https://doi.org/10.1103/PhysRevSTPER.9.023101
   Google Scholar
• Haskell, R. E. (2001). Transfer of learning: Cognition, instruction, and reasoning. Academic Press.
   Google Scholar
• Konrad, K. (2010). Lautes denken. In G. Mey, & K. Mruck (Eds.), Handbuch Qualitative Forschung in der Psychologie (pp. 476–490). VS Verlag.
   Google Scholar
• Kucskartz, U. (2018). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung. Grundlagentexte Methoden. Beltz Juventa.
   Google Scholar
• Landis, J. R., & Koch, G. G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers. Biometrics, 33(2), 363–374. https://doi.org/10.2307/2529786
   PubMed Web of Science ®Google Scholar
• Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge University Press.
   Google Scholar
• Lobato, J. (2003). How design experiments can inform a rethinking of transfer and vice versa. Educational Researcher, 32(1), 17–20. https://doi.org/10.3102/0013189X032001017
   Google Scholar
• Lobato, J. (2006). Alternative perspectives on the transfer of learning: History, issues, and challenges for future research. Journal of the Learning Sciences, 15(4), 431–449. https://doi.org/10.1207/s15327809jls1504_1
   Web of Science ®Google Scholar
• Lobato, J. (2012). The actor-oriented transfer perspective and its contributions to educational research and practice. Educational Psychologist, 47(3), 232–247. https://doi.org/10.1080/00461520.2012.693353
   Web of Science ®Google Scholar
• Lobato, J., Rhodehamel, B., & Hohensee, C. (2012). ‘Noticing’ as an alternative transfer of learning process. Journal of the Learning Sciences, 21(3), 433–482. https://doi.org/10.1080/10508406.2012.682189
   Web of Science ®Google Scholar
• Löffler, P., Pozas, M., & Kauertz, A. (2018). How do students coordinate context-based information and elements of their own knowledge? An analysis of students’ context-based problem-solving in thermodynamics. International Journal of Science Education, 40(16), 1935–1956. https://doi.org/10.1080/09500693.2018.1514673
   Web of Science ®Google Scholar
• Martin, L., & Schwartz, D. L. (2013). Conceptual innovation and transfer. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 447–465). Routledge.
   Google Scholar
• Neumann, K., Viering, T., Boone, W. J., & Fischer, H. E. (2013). Towards a learning progression of energy. Journal of Research in Science Teaching, 50(2), 162–188. https://doi.org/10.1002/tea.21061
   Web of Science ®Google Scholar
• Nokes-Malach, T. J., & Mestre, J. P. (2013). Toward a model of transfer as sense-making. Educational Psychologist, 48(3), 184–207. https://doi.org/10.1080/00461520.2013.807556
   Web of Science ®Google Scholar
• Nordine, J., Krajcik, J., & Fortus, D. (2011). Transforming energy instruction in middle school to support integrated understanding and future learning. Science Education, 95(4), 670–699. https://doi.org/10.1002/sce.20423
   Web of Science ®Google Scholar
• Podschuweit, S., & Bernholt, S. (2018). Composition-effects of context-based learning opportunities on students’ understanding of energy. Research in Science Education, 48(4), 717–752. https://doi.org/10.1007/s11165-016-9585-z
   Web of Science ®Google Scholar
• Rädiker, S., & Kuckartz, U. (2019). Analyse qualitativer Daten mit MAXQDA. Springer VS.
   Google Scholar
• Rebello, N. S., Zollmann, D. A., Allbaugh, A. R., Engelhardt, P. V., Gray, K. E., Hrepic, Z., & Itza-Ortiz, S. F. (2005). Dynamic transfer: A perspective from physics education research. In J. P. Mestre (Ed.), Transfer of learning: From a modern multidisciplinary perspective (pp. 217–250). Information Age Publishing.
   Google Scholar
• Royer, J. M., Mestre, J. P., & Dufresne, R. J. (2005). Framing the transfer problem. In J. P. Mestre (Ed.), Transfer of learning: From a modern multidisciplinary perspective (pp. vii–xxvi). Information Age Publishing.
   Google Scholar
• Sandmann, A. (2014). Lautes Denken - die Analyse von Denk-, Lern- und Problemlöseprozessen. In D. Krüger, I. Parchmann, & H. Schecker (Eds.), Methoden in der naturwissenschaftsdidaktischen Forschung (pp. 179–188). Springer Berlin Heidelberg.
   Google Scholar
• Schmid, C. (2006). Lernen und Transfer: Kritik der didaktischen Steuerung. hep Verlag AG.
   Google Scholar
• Taasoobshirazi, G., & Carr, M. (2008). A review and critique of context-based physics instruction and assessment. Educational Research Review, 3(2), 155–167. https://doi.org/10.1016/j.edurev.2008.01.002
   Web of Science ®Google Scholar
• Thorndike, E. L. (1906). The principles of teaching: Based on psychology. AG Seiler.
   Google Scholar
• Wagner, J. F. (2006). Transfer in pieces. Cognition and Instruction, 24(1), 1–71. https://doi.org/10.1207/s1532690xci2401_1
   Web of Science ®Google Scholar
• Wagner, J. F. (2010). A transfer-in-pieces consideration of the perception of structure in the transfer of learning. The Journal of the Learning Sciences, 19(4), 443–479. https://doi.org/10.1080/10508406.2010.505138
   Web of Science ®Google Scholar
• Watts, D. M. (1983). Some alternative views of energy. Physics Education, 18(5), 213–217. doi:10.1088/0031-9120/18/5/307
   Google Scholar