KNOWLEDGE TRANSFER IN BIOLOGY AND TRANSLATION ACROSS EXTERNAL REPRESENTATIONS: EXPERTS' VIEWS AND CHALLENGES FOR LEARNING
KNOWLEDGE TRANSFER IN BIOLOGY AND TRANSLATION ACROSS EXTERNAL REPRESENTATIONS: EXPERTS' VIEWS AND CHALLENGES FOR LEARNING
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DOI：
10.1007/s10763-009-9153-3
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发表时间：
2009-10-01
影响因子：
2.2
通讯作者：
Boegeholz, Susanne
中科院分区：
文献类型：
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作者：
Schonborn, Konrad J.;Boegeholz, Susanne
最近的课程改革促进了核心能力，例如有意义的生物学学习所需的“内容知识”和“交流”。当学生能够将学到的知识应用于新任务时，就可以证明对生物学的理解。这个过程需要知识的转移和跨外部表征的翻译的从属过程。这项研究征求了十位专家对迁移和翻译过程在生物学学习中的作用的看法。对答复的定性分析揭示了六个专家主题，围绕学习者面临的潜在挑战以及迁移和翻译过程所需的认知能力。查阅相关课程文件后，确定了学生在中学阶段需要培养的四种生物知识。专家主题和暴露的知识类型用于确定学生在学习过程中如何获取和应用这四种生物知识。基于这些发现，我们认为，生物学理解教学需要通过整合生物组织不同层次的知识来促进学习者的“水平”和“垂直”转移（和翻译）过程。
Recent curriculum reform promotes core competencies such as desired 'content knowledge' and 'communication' for meaningful learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This process requires the transfer of knowledge and the subordinate process of translation across external representations. This study sought ten experts' views on the role of transfer and translation processes in biology learning. Qualitative analysis of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning. Based on the findings, we argue that teaching for understanding in biology necessitates fostering 'horizontal' and 'vertical' transfer (and translation) processes within learners through the integration of knowledge at different levels of biological organization.