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Cognition and Instruction
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By
Robert Haskell, University of New England, Biddeford, Maine, U.S.A.
Included in series
Educational Psychology,
Description
Educators and educational psychologists recognize transfer of learning as perhaps the most significant issue in all fields of instruction.
Transfer of learning cuts across all educational domains, curricula, and methods. Despite its importance, research and experience clearly
show that significant transfer of learning in either the classroom or in everyday life seldom occurs. Simply put, transfer of learning
is illustrated by the phrases "It reminds me of..." or "It's like..." or "It's the same as...". This book addresses the fundamental problem
of how past or current learning is applied and adapted to similar and/or new situations. Based on a review of the applied educational
and cognitive research, as well as on the author's teaching experience with transfer of learning, this book presents a new framework
for understanding and achieving transfer of learning.
Current education and educational psychology textbooks either lack or lament the
lack of research and guidance to educators on promoting transfer of learning. Thus this book is a necessary basis for all instruction
and learning. Based on history and research, the book shows that transfer of learning is not just a technique of learning or instruction,
but a way of thinking and knowing.
Audience
Professionals in the fields of Education, Educational Psychology and Instructional Psychology.
Contents
Foreword.
Introduction.
I. What Transfer of Learning Is.
The State of Education and the Double Transfer of Learning Paradox.
Transfer of Learning: What it is and Why it's Important.
To Teach or not to Teach for Transfer: That is the Question.
Transfer and Everyday
Reasoning: Personal Development, Cultural Diversity, and Decision Making.
A Brief History of Transfer and Transfer as History.
II.
What Makes Transfer of Learning Work.
Knowledge Base and Transfer: of the Usefulness of Useless Knowledge.
The Spirit of Transfer
and Peronsality: Motivation, Meaning, and Emotion.
Cultures and Contexts of Transfer: Social Origins and Support Systems.
When Theory
Fails: The Importance of a Learner's Theoretical Knowledge for Transfer.
The Two Faces of Practice: Transfer and that Old-Time Lesson
Drill.
The Similarity-Based Brain: Evolutionary and Neurological Bases of Transfer.
The Harmonic Structure of Mind: Higher Level Everyday
Transfer Thinking.
Coda: Deep-Context Teaching for Transfer.
Index.
| Bibliographic details |
Hardbound, 241 pages, publication date: SEP-2000
ISBN-13: 978-0-12-330595-4
ISBN-10: 0-12-330595-0
Imprint: ACADEMIC PRESS
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| Price and Ordering |
Price:
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USD 90.95
GBP 56
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095/953
Last update: 4 Sep 2009
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