Two Approaches to the Concept of Knowledge Application: Transfer and Modeling Overview and Criticism

Abstract

Abstract. The patterns of knowledge application in new situations are explored from the perspectives of modeling and transfer. We provide an overview of studies to compare these two conceptions and get a comprehensive idea of which psychological processes are involved in knowledge application, what will change in research and teaching practices if the conceptual frameworks change, and how these conceptions can contribute to each other. We show that analyzing the problem structure and comparing problem models in different representational systems are the key prerequisites for a successful knowledge application in both conceptions. Based on the data obtained, we draw conclusions about approaches to education promoting effective knowledge application and about training problem assessment criteria.

Didactic Value of Gamification Tools for Teaching Modeling as a Method of Learning and Cognitive Activity at School

“…Studies by modern Russian scientists Leontiev, Lebedeva, and Kostenko (2017), Robert (2014), Trofimov (2017), Tyumeneva and Shkliaeva (2016), Potaturov (2015), Aleshchanova et al (2017) describe the role and influence of modeling as a training method on the development of the child's thinking. Different systems, methods, techniques, and pedagogical technologies are based on the above idea; they allow the educational process to be organized in such a way that knowledge acquisition and skills acquiring are not its ultimate goal, but serve as instruments for personal development, the child's becoming a cognizing subject, capable of enriching the accumulated intellectual resources throughout life, adapt them to the changing life conditions, and use them to achieve different goals (Ursul & Ursul, 2015).…”