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Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses

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Title: Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses
Language: English
Authors: Daniela Torres, Surya Pulukuri, Binyomin Abrams (ORCID 0000-0002-1507-3144)
Source: Journal of Chemical Education. 2023 100(12):4696-4706.
Availability: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Knowledge Level, Cognitive Processes, Self Efficacy, Chemistry, Science Education, Transfer of Training, Summer Science Programs, Teaching Methods, Instructional Effectiveness, Mastery Learning, Educational Environment, Psychological Patterns, Interdisciplinary Approach
DOI: 10.1021/acs.jchemed.3c00964
ISSN: 0021-9584
1938-1328
Abstract: Knowledge transfer refers to the (1) recognition of overlap in past learning and new academic goals, (2) recollection of previously learned information, and (3) application of past learning in a new context or discipline. Promoting effective transfer remains a notorious challenge for chemistry educators. To address this need, the step back, translate, and extend (SBTE) instructional framework was designed based on principles derived from cognitive psychology and social cognitive theory. A comprehensive description of the SBTE framework is presented here, alongside a qualitative analysis of student interviews, revealing the long-term impact of a transfer intervention (OrgoPrep) designed using the SBTE framework. This six week summer preparatory program facilitating the transition from general chemistry was previously found to improve course grades in organic chemistry. The present study further elucidates the mechanisms through which the SBTE framework undergirding OrgoPrep strengthened transfer. Specifically, improvements in students' application skills were the most prominent, regardless of prior success in general chemistry. Of note, the SBTE framework also altered student learning approaches to prioritize more problem-solving, presumably inducing the long-lasting benefits of the intervention. Another key feature of the SBTE framework is its emphasis on incorporating instructional techniques for raising self-efficacy. Student feedback confirmed the impacts of the SBTE framework on several contributors to self-efficacy: mastery experiences (i.e., offering opportunities for successful problem-solving), vicarious experiences (i.e., offering opportunities for observing peers and instructors engage in successful problem-solving), and physiological and emotional states (i.e., creating a low-stress learning environment). Although the program assessed in this study focused on the transition from general chemistry to organic chemistry, the SBTE framework is well-poised to serve as a blueprint for designing knowledge transfer interventions across many disciplines.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458769
Database: ERIC
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  Data: Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses
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  Data: <searchLink fieldCode="AR" term="%22Daniela+Torres%22">Daniela Torres</searchLink><br /><searchLink fieldCode="AR" term="%22Surya+Pulukuri%22">Surya Pulukuri</searchLink><br /><searchLink fieldCode="AR" term="%22Binyomin+Abrams%22">Binyomin Abrams</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1507-3144">0000-0002-1507-3144</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. 2023 100(12):4696-4706.
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  Data: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Science+Programs%22">Summer Science Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+Learning%22">Mastery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink>
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  Data: 10.1021/acs.jchemed.3c00964
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  Data: 0021-9584<br />1938-1328
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  Data: Knowledge transfer refers to the (1) recognition of overlap in past learning and new academic goals, (2) recollection of previously learned information, and (3) application of past learning in a new context or discipline. Promoting effective transfer remains a notorious challenge for chemistry educators. To address this need, the step back, translate, and extend (SBTE) instructional framework was designed based on principles derived from cognitive psychology and social cognitive theory. A comprehensive description of the SBTE framework is presented here, alongside a qualitative analysis of student interviews, revealing the long-term impact of a transfer intervention (OrgoPrep) designed using the SBTE framework. This six week summer preparatory program facilitating the transition from general chemistry was previously found to improve course grades in organic chemistry. The present study further elucidates the mechanisms through which the SBTE framework undergirding OrgoPrep strengthened transfer. Specifically, improvements in students' application skills were the most prominent, regardless of prior success in general chemistry. Of note, the SBTE framework also altered student learning approaches to prioritize more problem-solving, presumably inducing the long-lasting benefits of the intervention. Another key feature of the SBTE framework is its emphasis on incorporating instructional techniques for raising self-efficacy. Student feedback confirmed the impacts of the SBTE framework on several contributors to self-efficacy: mastery experiences (i.e., offering opportunities for successful problem-solving), vicarious experiences (i.e., offering opportunities for observing peers and instructors engage in successful problem-solving), and physiological and emotional states (i.e., creating a low-stress learning environment). Although the program assessed in this study focused on the transition from general chemistry to organic chemistry, the SBTE framework is well-poised to serve as a blueprint for designing knowledge transfer interventions across many disciplines.
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  Data: 2025
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Self Efficacy
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      – TitleFull: Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses
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