From simulations to real: Investigating young students' learning and transfer from simulations to real tasks.
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| Title: | From simulations to real: Investigating young students' learning and transfer from simulations to real tasks. |
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| Authors: | Falloon, Garry garry.falloon@mq.edu.au |
| Source: | British Journal of Educational Technology. May2020, Vol. 51 Issue 3, p778-797. 20p. 1 Color Photograph, 1 Black and White Photograph, 3 Charts, 2 Graphs. |
| Subject Terms: | *Simulation methods in education, *Simulation games in education, *Performance tasks (Education), *Mathematics education (Preschool), *Learning |
| Abstract: | Research has explored the use of simulations for education and training, and attention is turning to how they might support learning in school subjects such as mathematics and science. However, existing studies have mostly concentrated on older students, and if simulations help build knowledge useful for solving problems within the simulation, rather than possible transfer beyond the simulation. This paper reports on a study investigating 5 year olds' learning transfer from simulations introducing simple circuit procedures and concepts, to equipment‐based tasks. The study explored for evidence of learning transfer, using an analytical framework that aligned transfer strategy indicators with cognitive process dimensions, to identify transfer events and understand the thinking skills students applied during them. Findings supported the learning value of simulations, indicating young students transferred procedural knowledge to the equipment tasks, with some also demonstrating basic conceptual transfer. They also suggested transfer tasks can provide opportunities to exercise higher order thinking, through activating processes including reflection, evaluation, analysis and abstraction. Such capabilities are highly valued, and central to school achievement and development of learner independence and self‐direction. Practitioner NotesWhat is already known about this topic Simulations can develop knowledge useful for solving problems within the simulation.Simulations can be effective for learning mathematics and science procedures.Between‐simulation transfer engages higher order processing.What this paper adds Evidence of young students' procedural learning transfer, from simulations to real tasks.Some evidence of young students' naïve conceptual transfer, from simulations to real tasks.Evidence of the value of transfer tasks for higher order thinking development.Implications for practice and/or policy Transfer tasks provide opportunities for young students to exercise higher order thinking and problem solving.Teachers should consider transfer tasks for extending procedural learning to real tasks.Teachers are important for scaffolding young students' concept formation during transfer tasks, to ensure accurate knowledge development.Simulations can be effective for developing transferrable procedural knowledge, but conceptual transfer should not be assumed. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 142971765 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: From simulations to real: Investigating young students' learning and transfer from simulations to real tasks. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Falloon%2C+Garry%22">Falloon, Garry</searchLink><i> garry.falloon@mq.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. May2020, Vol. 51 Issue 3, p778-797. 20p. 1 Color Photograph, 1 Black and White Photograph, 3 Charts, 2 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Simulation+games+in+education%22">Simulation games in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Performance+tasks+%28Education%29%22">Performance tasks (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education+%28Preschool%29%22">Mathematics education (Preschool)</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research has explored the use of simulations for education and training, and attention is turning to how they might support learning in school subjects such as mathematics and science. However, existing studies have mostly concentrated on older students, and if simulations help build knowledge useful for solving problems within the simulation, rather than possible transfer beyond the simulation. This paper reports on a study investigating 5 year olds' learning transfer from simulations introducing simple circuit procedures and concepts, to equipment‐based tasks. The study explored for evidence of learning transfer, using an analytical framework that aligned transfer strategy indicators with cognitive process dimensions, to identify transfer events and understand the thinking skills students applied during them. Findings supported the learning value of simulations, indicating young students transferred procedural knowledge to the equipment tasks, with some also demonstrating basic conceptual transfer. They also suggested transfer tasks can provide opportunities to exercise higher order thinking, through activating processes including reflection, evaluation, analysis and abstraction. Such capabilities are highly valued, and central to school achievement and development of learner independence and self‐direction. Practitioner NotesWhat is already known about this topic Simulations can develop knowledge useful for solving problems within the simulation.Simulations can be effective for learning mathematics and science procedures.Between‐simulation transfer engages higher order processing.What this paper adds Evidence of young students' procedural learning transfer, from simulations to real tasks.Some evidence of young students' naïve conceptual transfer, from simulations to real tasks.Evidence of the value of transfer tasks for higher order thinking development.Implications for practice and/or policy Transfer tasks provide opportunities for young students to exercise higher order thinking and problem solving.Teachers should consider transfer tasks for extending procedural learning to real tasks.Teachers are important for scaffolding young students' concept formation during transfer tasks, to ensure accurate knowledge development.Simulations can be effective for developing transferrable procedural knowledge, but conceptual transfer should not be assumed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjet.12885 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 778 Subjects: – SubjectFull: Simulation methods in education Type: general – SubjectFull: Simulation games in education Type: general – SubjectFull: Performance tasks (Education) Type: general – SubjectFull: Mathematics education (Preschool) Type: general – SubjectFull: Learning Type: general Titles: – TitleFull: From simulations to real: Investigating young students' learning and transfer from simulations to real tasks. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Falloon, Garry IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 00071013 Numbering: – Type: volume Value: 51 – Type: issue Value: 3 Titles: – TitleFull: British Journal of Educational Technology Type: main |
| ResultId | 1 |
