Accounting for Socializing Intelligence With the Knowledge-Learning-Instruction Framework

Koedinger, Kenneth R.; Wiese, Eliane S.

doi:10.3102/978-0-935302-43-1_22

Cited by 3 publications

(4 citation statements)

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“…In other cases, follow‐up analyses have explored component explanations of transfer results. For example, Koedinger and Wiese () provide a component explanation for Adey and Shayer's () evidence for long‐term transfer from their reasoning‐oriented instructional program in science to later math and reading assessments. In another example, Roll, Aleven, and Koedinger () suggest alternative component explanations for how inventing activities lead to improved future learning (Schwartz & Martin, ).…”

Section: Resultsmentioning

confidence: 99%

Testing Theories of Transfer Using Error Rate Learning Curves

Koedinger

Yudelson²,

Pavlik

2016

Topics in Cognitive Science

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We analyze naturally occurring datasets from student use of educational technologies to explore a long-standing question of the scope of transfer of learning. We contrast a faculty theory of broad transfer with a component theory of more constrained transfer. To test these theories, we develop statistical models of them. These models use latent variables to represent mental functions that are changed while learning to cause a reduction in error rates for new tasks. Strong versions of these models provide a common explanation for the variance in task difficulty and transfer. Weak versions decouple difficulty and transfer explanations by describing task difficulty with parameters for each unique task. We evaluate these models in terms of both their prediction accuracy on held-out data and their power in explaining task difficulty and learning transfer. In comparisons across eight datasets, we find that the component models provide both better predictions and better explanations than the faculty models. Weak model variations tend to improve generalization across students, but hurt generalization across items and make a sacrifice to explanatory power. More generally, the approach could be used to identify malleable components of cognitive functions, such as spatial reasoning or executive functions.

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Section: Resultsmentioning

confidence: 99%

Testing Theories of Transfer Using Error Rate Learning Curves

Koedinger

Yudelson²,

Pavlik

2016

Topics in Cognitive Science

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“…Regarding the plausible explanations underlying the transfer of argument skills in existing literature, we attribute such transfer to change in thinking dispositions (Zohar & Nemet, 2002), metacognition about the well-constructed argument (Koedinger & Wiese, 2015;Reznitskaya et al, 2008), and expansive framing contexts (Engle, 2011; that map onto our design of DISCUSS intervention. First, students who participated in the DISCUSS curriculum have the opportunity to become active agents who engage in role-playing and chains of reasoning, compared to the no-treatment students where teachers do most of the questioning and evaluating, leaving students with circumscribed opportunities for extended reasoning, independent thinking and decision making.…”

Section: Discussionmentioning

confidence: 99%

“…The existing literature (see a review, by Resnick et al, 2018;Engle et al, 2011; has proposed several possible explanations for the mechanism underlying argument transfer: cognitive conflict (Adey & Shayer, 2015), sociocognitive (Chan et al, 1997;Chi & Wylie, 2014), thinking dispositions (Zohar & Nemet, 2002), proactive executive control (Nussbaum & Asterhan, 2016), metacognitive (Koedinger & Wiese, 2015;Reznitskaya et al, 2008), motivational-social (Dweck, 2006), and framing contexts (Engle et al, 2011;. Some scholars propose that the cognitive mechanism of argument skill transfer is enhanced by combining cognitive conflict with social/peer interaction (Chan et al, 1997;Chi & Wylie, 2014).…”

Section: Acquisition and Transfer Of Argumentation Skillsmentioning

confidence: 99%

“…Nussbaum and Asterhan (2016) further elaborate on this view and propose that participation in argumentative discourse strengthens proactive executive control strategies because participation in argumentation involves active consideration of other's counterargument, inhibiting interference from own argument, and attention shift between different sides of the argument. At the metacognition level, when students develop a repertoire of reasoning skills through dialogic interactions (Koedinger & Wiese, 2015), they gradually internalize an argument schema, an abstract knowledge structure about the components of a complete and sound argument, through participation in argumentative discourse (Reznitskaya et al, 2008). Explicit instruction of argument structure may contribute to students' acquisition of arguments on a metacognitive level -being conscious of the generalizations, principles, and standards of one's reasoning processes (Zohar & Nemet, 2002).…”

Section: Acquisition and Transfer Of Argumentation Skillsmentioning

confidence: 99%

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Improving Argumentative Writing of Sixth-Grade Adolescents Through Dialogic Inquiry of Socioscientific Issues

Zhang

Wui

Nam³

et al. 2023

Journal of Writing Research

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This study investigated the effect of a four-week socioscientific issues (SSI)-based intervention on sixth-grade students' argumentative writing and transferability of argument skills across topics. Students in three treatment classrooms engaged in an SSI unit on space exploration while students in three comparable classrooms continued regular space science lessons. Argumentation skills were assessed by individual decision letters about space exploration. Argument transfer was assessed by an essay to address a novel SSI. Treatment students wrote more elaborated decision letters with stronger arguments, relied less on personal ideas, and transferred argument skills to a novel SSI after the intervention. The implications of using SSI as a promising approach to integrating science and literacy learning for diverse adolescents were discussed.

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