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dc.contributor.author
Schalk, Lennart
dc.contributor.author
Saalbach, Henrik
dc.contributor.author
Stern, Elsbeth
dc.date.accessioned
2018-11-01T15:09:09Z
dc.date.available
2017-06-12T08:46:01Z
dc.date.available
2018-11-01T15:09:09Z
dc.date.issued
2016-02-12
dc.identifier.issn
1932-6203
dc.identifier.other
10.1371/journal.pone.0148787
en_US
dc.identifier.uri
http://hdl.handle.net/20.500.11850/118165
dc.identifier.doi
10.3929/ethz-b-000118165
dc.description.abstract
Enabling learners to transfer knowledge about formal principles to new problems is a major aim of science and mathematics education, which, however, is notoriously difficult to reach. Previous research advocates different approaches of how to introduce principles to foster the transfer of knowledge about formal principles. One approach suggests teaching a generic formalism of the principles. Another approach suggests presenting (at least) two concrete cases instantiating the principle. A third approach suggests presenting a generic formalism accompanied by a case. As yet, though, empirical results regarding the transfer potential of these approaches are mixed and difficult to integrate as the three approaches have rarely been tested competitively. Furthermore, the approaches have been evaluated in relation to different control conditions, and they have been assessed using varying transfer measures. In the present experiment, we introduced undergraduates to the formal principles of propositional logic with the aim to systematically compare the transfer potential of the different approaches in relation to each other and to a common control condition by using various learning and transfer tasks. Results indicate that all approaches supported successful learning and transfer of the principles, but also caused systematic differences in the magnitude of transfer. Results indicate that the combination of a generic formalism with a case was surprisingly unsuccessful while learners who compared two cases outperformed the control condition. We discuss how the simultaneous assessment of the different approaches allows to more precisely capture the underlying learning mechanisms and to advance theory on how these mechanisms contribute to transfer performance.
en_US
dc.format
application/pdf
en_US
dc.language.iso
en
en_US
dc.publisher
Public Library of Science
en_US
dc.rights.uri
http://creativecommons.org/licenses/by/4.0/
dc.title
Approaches to Foster Transfer of Formal Principles: Which Route to Take?
en_US
dc.type
Journal Article
dc.rights.license
Creative Commons Attribution 4.0 International
ethz.journal.title
PLoS ONE
ethz.journal.volume
11
en_US
ethz.journal.issue
2
en_US
ethz.journal.abbreviated
PLoS ONE
ethz.pages.start
e0148787
en_US
ethz.size
21 p.
en_US
ethz.version.deposit
publishedVersion
en_US
ethz.identifier.wos
ethz.identifier.scopus
ethz.identifier.nebis
006206116
ethz.publication.place
San Francisco, CA, USA
en_US
ethz.publication.status
published
en_US
ethz.leitzahl
ETH Zürich::00002 - ETH Zürich::00012 - Lehre und Forschung::00007 - Departemente::02045 - Dep. Geistes-, Sozial- u. Staatswiss. / Dep. of Humanities, Social and Pol.Sc.::02527 - Institut für Verhaltenswissenschaften / Institute of Behavioral Sciences::03753 - Stern, Elsbeth / Stern, Elsbeth
en_US
ethz.leitzahl.certified
ETH Zürich::00002 - ETH Zürich::00012 - Lehre und Forschung::00007 - Departemente::02045 - Dep. Geistes-, Sozial- u. Staatswiss. / Dep. of Humanities, Social and Pol.Sc.::02527 - Institut für Verhaltenswissenschaften / Institute of Behavioral Sciences::03753 - Stern, Elsbeth / Stern, Elsbeth
ethz.date.deposited
2017-06-12T08:49:16Z
ethz.source
ECIT
ethz.identifier.importid
imp59365487a815c62710
ethz.ecitpid
pub:180111
ethz.eth
yes
en_US
ethz.availability
Open access
en_US
ethz.rosetta.installDate
2017-07-17T08:39:04Z
ethz.rosetta.lastUpdated
2018-11-01T15:09:34Z
ethz.rosetta.versionExported
true
ethz.COinS
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