Classroom features supporting free-choice transfer

Abstract

This paper reports on characteristics of a class that consistently supports free-choice transfer -transfer "where the application of prior learning is possible but is not required" (Pugh, 2011). We review literature that hypothesizes instructional supports for such transfer -TTES, accountable authoring, expansive framing, and expansive learning -and demonstrate how these are, or are not, instantiated in this physics course.