ABSTRACT

In this article, we present a qualitative study examining students’ thoughts and strategies while transferring concepts about energy in physics. We include theoretical approaches of existing transfer research and findings from think-aloud interviews with 20 students of different ages and school levels to develop a framework for analysing the transfer process. The results of both traditional transfer studies and modern approaches, such as the ‘Actor-Oriented Transfer perspective’ (AOT) and ‘Coordination Class Theory’ (CCT), are regarded as a theoretical foundation for the framework. Our empirical data involves the statements of students solving a physics task with questions regarding the energy concept, which we used to inductively derive categories for our framework. We conclude that the transfer process is highly individual and that our framework can make this process visible. Knowledge can be transferred with or without a relation to the contextual features of the transfer situation, and it is possible that students describe the context situation itself without relating it to their existing knowledge pieces. Finally, we found four metacognitive strategies that students use while transferring their knowledge. The findings will help teachers to focus on the applicability of knowledge and on practising the use of transfer strategies.

摘要

在本文中，我们提出了一项定性研究，检验学生在转移物理学中有关能量的概念时的想法和策略。我们包括现有转学研究的理论方法以及对 20 名不同年龄和学校水平的学生进行的大声思考的访谈结果，以开发分析转学过程的框架。传统转移研究和现代方法的结果，如“面向行动者转移视角”（AOT）和“协调类理论”（CCT），被视为该框架的理论基础。我们的经验数据涉及学生在解决物理任务时提出的关于能量概念的问题的陈述，我们用这些问题为我们的框架归纳推导出类别。我们得出结论，转移过程是高度个性化的，我们的框架可以使这个过程可见。知识的转移可以与或不与转移情境的上下文特征相关，并且学生可能描述上下文情境本身而不将其与他们现有的知识片段相关联。最后，我们发现了学生在转移知识时使用的四种元认知策略。研究结果将帮助教师专注于知识的适用性和实践迁移策略的使用。我们发现了学生在转移知识时使用的四种元认知策略。研究结果将帮助教师专注于知识的适用性和实践迁移策略的使用。我们发现了学生在转移知识时使用的四种元认知策略。研究结果将帮助教师专注于知识的适用性和实践迁移策略的使用。