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 |
|---|---|
| Language: | English |
| Authors: | Falloon, Garry (ORCID |
| Source: | British Journal of Educational Technology. May 2020 51(3):778-797. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Simulation, Transfer of Training, Young Children, Equipment, Cognitive Processes, Thinking Skills, Scientific Concepts, Mathematical Concepts, Teaching Methods |
| DOI: | 10.1111/bjet.12885 |
| ISSN: | 0007-1013 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1251813 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHDQo_mXB-YJYagRkTrM9TvAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDA5v9LQ-PvvfoGkt4AIBEICBm5RciPYLTA4sceLkOfbUGq-5ATkmegDw2vRwTGrfGkKLAi-EtxIh59Zu8_ati5OuaobSyRglJBGhHS0fyyLFyN9S4-aOHmesLcYOZzIK4PIH1KZvppQgBWPs4dOBQjUnpSiHitgPxrMsoVd27BSRBC5PittX-fcr8xHeq5gAzISbTmriskKJMbSNk31MmAdNaBXYvMN0JSkO-h44 Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1251813 AccessLevel: 3 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: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Falloon%2C+Garry%22">Falloon, Garry</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6369-8771">0000-0002-6369-8771</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Technology%22"><i>British Journal of Educational Technology</i></searchLink>. May 2020 51(3):778-797. – Name: Avail Label: Availability Group: Avail Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Simulation%22">Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Equipment%22">Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1111/bjet.12885 – Name: ISSN Label: ISSN Group: ISSN Data: 0007-1013 – 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2020 – Name: AN Label: Accession Number Group: ID Data: EJ1251813 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjet.12885 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 778 Subjects: – SubjectFull: Simulation Type: general – SubjectFull: Transfer of Training Type: general – SubjectFull: Young Children Type: general – SubjectFull: Equipment Type: general – SubjectFull: Cognitive Processes Type: general – SubjectFull: Thinking Skills Type: general – SubjectFull: Scientific Concepts Type: general – SubjectFull: Mathematical Concepts Type: general – SubjectFull: Teaching Methods 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 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 0007-1013 Numbering: – Type: volume Value: 51 – Type: issue Value: 3 Titles: – TitleFull: British Journal of Educational Technology Type: main |
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