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Understanding Transfer of Skills and Critical Thinking in Educational Psychology

This week's exploration in educational psychology covers two vital modules: Transfer of Skills and Knowledge (Module 13) and Critical Thinking and Problem Solving (Module 14). We delve into the types of transfer—positive, negative, and zero—as well as automatic (low road) and mindful (high road) transfer methods. The discussion extends to higher-order thinking processes essential for effective problem-solving. Through various strategies, such as metacognitive learning and problem-based learning, students learn to apply knowledge in real-world contexts, enhancing critical thinking and adaptability.

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Understanding Transfer of Skills and Critical Thinking in Educational Psychology

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Presentation Transcript

  1. ED 260-Educational Psychology Ashley Swanson

  2. This Week’s Topics • Module 13-Transfer of Skills and Knowledge • Module 14-Critical Thinking and Problem Solving

  3. Module 13- Transfer of Knowledge and Skills

  4. Information Transfer • Transfer: influence of prior knowledge, skills, strategies, or principles on new learning. • Types of Transfer • Positive Transfer • Negative Transfer • Zero Transfer

  5. Specific vs. General Transfer • Doctrine of formal discipline = general • Theory of identical elements = specific

  6. Low Road vs. High Road Transfer • Low Road Transfer-automatic transfer of a skill that is highly practiced • Key characteristic: automaticity • High Road Transfer-conscious application of knowledge from one situation to another • Key characteristic: mindful abstraction

  7. High Road Transfer • Types of high road transfer • Problem-solving transfer • Analogical transfer • Forward-reaching transfer • Backward-reaching transfer

  8. High Road Transfer • Individuals seldom transfer school-learned knowledge to real-life contexts • Instruction relies on rote memorization • Similarities of learning and transfer contexts • See Table 13.1 on page 230 • Information was not connected to “real life situations”

  9. Classroom Application • Principles for fostering information transfer: • Develop automaticity of skills • Promote meaningful learning • Teach metacognitive strategies • Motivate students to value learning

  10. Module 14- Critical Thinking and Problem Solving

  11. Higher-Order Thinking • Higher-Order Thinking: the complex cognitive processes that involve transforming and applying knowledge, skills, and ideas

  12. Image borrowed from: http://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg

  13. Thinking Dispositions • Thinking Disposition: one’s thinking preferences, attitudes, and intentions and the capabilities that allow these preferences to be recognized by the thinker. • Truth seeking • Open-mindedness • Analytical thinking • Systematic planning • Intellectual curiosity • Confidence in reasoning and evidence • Metacognition • A thinking disposition is a personal attribute, while a thinking skill is a cognitive strategy.

  14. Critical Thinking • Critical Thinking: The process of evaluating the accuracy and worth of information and lines of reasoning • Critical thinking skills must be explicitly taught • Instructional Strategies: • Questioning during class discussion • Application of writing techniques • Hypothesis testing • Inductive and deductive reasoning • Argument analysis

  15. Problem Solving • Problem: situation in which one is trying to reach a goal and is trying to figure out how to reach that goal • Well-defined problems-goal is clearly stated • Ill-defined problems-goal is unclear and information is mission • Problem Solving: The means we use to reach a goal in spite of obstacles • Problem solving requires a range of skills that develop at different rates. Children’s approaches to problems solving vary based on their experiences

  16. Teaching Problem Solving Strategies • Many problem solving strategies tend to be more content specific. • It is important to also teach students strategies that can be used across contexts, so that they have tools to use in area where they have little experience I-Identify the problem D-Define goals E-Explore possible strategies A- Anticipate outcomes L-Look back and learn

  17. Teaching Problem Solving Strategies • Algorithms: predetermined sequence of steps for achieving the goal • Formal steps • Accurate answer • Heuristics: general strategy that may lead to the correct answer or answer that is reasonable close • Informal rules of thumb • Approximations

  18. Heuristics • Means-end analysis: major goal is divided into sub goals • Working-backward strategy: Start with final goal and think backwards to determine the steps to achieve the goal • Analogical thinking: limiting solutions to situations to those that are most similar to current situation

  19. Teaching Problem Solving Strategies • Problem-Based Learning: hands on learning that is organized around investigation and resolution of ill-defined, real world problems. • Emphasis on personal responsibility and self-directedness • Challenges of Problem-Based Learning: • May be challenging for some students because of added personal responsibility • Can be confusing for students because of self-directed nature

  20. Main Sources: Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2009). EdPsych: Modules. New York: McGraw-Hill

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