Transfer: A Review for Biology and the Life Sciences

Kaminske, Althea Need; Kuepper-Tetzel, Carolina E.; Nebel, Cynthia L.; Sumeracki, Megan; Ryan, Sean P.

doi:10.1187/cbe.19-11-0227

Cited by 26 publications

(30 citation statements)

References 88 publications

(202 reference statements)

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“…34−37 Thus, knowledge transfer must be explicitly taught and modeled for students in order to prepare them for success in future coursework. 35 To do so, a three-attribute knowledge transfer skills framework was used to guide program design. 32 Successful knowledge transfer from general chemistry to organic chemistry can be conceptualized as a series of discrete transfer tasks.…”

Section: Orgoprep Cognitive Load Theorymentioning

confidence: 99%

“…Additionally, scaffolded problem-solving with targeted feedback is used to show that general chemistry knowledge can be applied to organic chemistry problems. 35,38 During problem-solving, multiple examples of concepts are presented and the common underlying principles are highlighted, allowing students to understand the commonalities between concepts rather than focusing on surface-level differences. 35 Once students reach the extend stage, they are able to solve traditional organic chemistry problems, which require high levels of all three attributes.…”

Section: ■ Step Back Translate and Extend Modelmentioning

confidence: 99%

“…35,38 During problem-solving, multiple examples of concepts are presented and the common underlying principles are highlighted, allowing students to understand the commonalities between concepts rather than focusing on surface-level differences. 35 Once students reach the extend stage, they are able to solve traditional organic chemistry problems, which require high levels of all three attributes. For example, an acidcatalyzed ester hydrolysis mechanism is discussed at the end of lesson 5 in this program, which differs greatly from anything students have seen in general chemistry (i.e., high task distance); requires a great deal of knowledge on acid−base chemistry, molecular structure, resonance, etc.…”

Section: ■ Step Back Translate and Extend Modelmentioning

confidence: 99%

“…Knowledge transfer, the ability to recall information from prior learning and apply it in a new context, is another challenge in developing a summer program for organic chemistry. , Prior research has found that knowledge transfer is extremely poor, especially between courses in a sequence, such as between general chemistry and organic chemistry. − Thus, knowledge transfer must be explicitly taught and modeled for students in order to prepare them for success in future coursework . To do so, a three-attribute knowledge transfer skills framework was used to guide program design .…”

Section: Theoretical Framework: Design Of Orgoprepmentioning

confidence: 99%

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OrgoPrep: A Remote Peer-Led Summer Program Preparing Students for Organic Chemistry

2021

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The transition from general chemistry to organic chemistry is challenging for many students. To succeed, students must remember their foundational chemistry skills and effectively transfer that knowledge into the context of organic chemistry. However, this transition is often hindered by many obstacles: (1) lack of prerequisite knowledge, (2) lack of understanding how foundational chemistry knowledge is applicable to organic chemistry, and (3) high levels of anxiety and low levels of self-efficacy toward organic chemistry. To address these challenges, a peer-led summer program that leverages question-embedded videos, worksheets, and synchronous remote webinars to enhance students’ transition into organic chemistry was developed and assessed. This six-week program, OrgoPrep, covers a wide set of introductory organic chemistry topics: resonance structures, hybridization and moleculer shape, molecular orbitals, acid–base chemistry, limiting reagents, and more. Substantial benefits, such as decreasing student anxiety and doubling student self-efficacy, were observed for students who completed OrgoPrep. These students also significantly outperformed their peers who did not participate in the program, despite having no statistical difference in prior chemistry abilitiesOrgoPrep students had a 3-fold decrease in failing grades and a 2-fold increase in A grades. Overall, OrgoPrep successfully serves as a bridge between general and organic chemistry, while facilitating knowledge transfer and enhancing student self-efficacy.

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Section: Orgoprep Cognitive Load Theorymentioning

confidence: 99%

Section: ■ Step Back Translate and Extend Modelmentioning

confidence: 99%

Section: ■ Step Back Translate and Extend Modelmentioning

confidence: 99%

Section: Theoretical Framework: Design Of Orgoprepmentioning

confidence: 99%

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OrgoPrep: A Remote Peer-Led Summer Program Preparing Students for Organic Chemistry

2021

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“…Success here would require transferring what is learned in science class to general habits of mind. We know from education research that such ‘transference’ is very difficult to achieve [31,32]. Instead, students tend to compartmentalize their thinking – confining any scientific ways of thinking acquired in a science classroom to science issues.…”

Section: Four Increasingly Ambitious Goals For Science Educationmentioning

confidence: 99%

Why science education is more important than most scientists think

Alberts

2022

FEBS Letters

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The COVID‐19 pandemic has revealed that a shockingly large fraction of the public is willing to ignore scientific judgements on issues such a vaccines and mask wearing. For far too many, scientific findings are viewed as what scientists believe, rather than as the product of an elaborate community process that produces reliable knowledge. This widespread misunderstanding should serve as a wake‐up call for scientists, clearly demonstrating that the standard way that we teach science – as a large collection of “facts” that scientists have discovered about the world – needs major change. Three more ambitious and important goals for science education at all levels are outlined. In order of increasing difficulty, these are: (1) to provide all adults with an ability to investigate scientific problems as scientists do, using logic, experiment, and evidence; (2) to provide all adults with an understanding of how the scientific enterprise works – and why they should therefore trust the consensus judgements of science on issues like smoking, vaccination, and climate change; and (3) to provide all adults with the habit of solving their everyday problems as scientists do, using logic, experiment, and evidence. Although examples exist for attaining all of these goals, extensive education research will be needed to discover how best to teach the last two. I argue that such an effort is urgent, and that it can best begin by focusing on the introductory courses in biology and other science disciplines at the university level.

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The Science of Learning

Nebel

Sumeracki

2022

An Introduction to Medical Teaching

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Transfer: A Review for Biology and the Life Sciences

Cited by 26 publications

References 88 publications

OrgoPrep: A Remote Peer-Led Summer Program Preparing Students for Organic Chemistry

OrgoPrep: A Remote Peer-Led Summer Program Preparing Students for Organic Chemistry

Why science education is more important than most scientists think

The Science of Learning

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