Enhancing Transfer of Learning among Seventh Graders.Report as inadecuate




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The difficulty students have in transferring what they have learned to "real life" situations is emerging as a major problem. This action research project examined the impact of an intervention to improve transfer of learning by means of student journals and projects, and graphic organizers. Participating in this research were 68 students in seventh grade mathematics and social studies classes in middle or junior high schools; the schools were located in diverse upper middle class suburbs and one diverse lower middle class community. The transfer of learning problem was documented by means of student surveys and journals kept over 3 months, teacher journals, and test grades. A learning survey examined students' application of math and social studies skills, such as figuring out the tip on a restaurant bill or using a road map. The approximately 12-week intervention was comprised of student learning logs/journaling, student projects, and graphic organizers. Evaluation data were collected by means of a learning survey, pre- and posttests, and student and teacher journals. Findings suggested that the most effective indicators of transfer intervention was the student journaling. Test scores were the least effective evaluation tool to indicate transfer. (Appendices include data collection instruments and sample materials. Contains 23 references.) (KB)

Descriptors: Action Research, Change Strategies, Constructivism (Learning), Grade 7, Graphic Organizers, Junior High School Students, Junior High Schools, Metacognition, Middle School Students, Student Journals, Student Projects, Teaching Methods, Transfer of Training











Author: Penn, Cheryl; Shelley, Sherry; Zaininger, Lucie

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9003&id=ED422117







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