Mediating science learning: Promoting the acquisition and transfer of biological concepts

The goal of this study was to design a lesson that would facilitate the transfer of biological concepts to novel situations. The lesson was tested for its effectiveness in teaching scientific facts, promoting transfer, and facilitating independent problem-solving. A review of the literature showed that successful transfer requires cognitive flexibility and access to the knowledge base in order to solve novel problems. Two learning theories, the information processing model and the social-constructivist theory, provided the theoretical basis for the study. A model based on these two theories was developed to guide the construction of the intervention and the instruments to measure the transfer. This model takes into account the function of the knowledge base in emerging expertise (i.e., the cognitive structures underlying efficient transfer), and the social nature of learning. The social aspect of learning was addressed through mediation built into text that was designed to enhance the knowledge base.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Ross, Linda

Contributors dc:contributor

• Anderson, Thomas H.

• Education, Educational Psychology
• Education, Reading
• Education, Sciences

Statement dc:rights

• Copyright 1991 Ross, Linda

Language dc:language

eng

Identifier

AAI9210969
(UMI)AAI9210969

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/23182