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Abstract Title: What is the role of motivation in procedural vs. conceptual transfer?
Abstract: Transfer, the ability to use knowledge acquired in one situation to solve new problems in another, is a fundamental goal of education and has been studied extensively. In physics, prior work has uncovered that students often struggle to learn and transfer physics concepts. However, there is still much we don't know about factors that promote this transfer and why it sometimes fails. The present work aims to integrate prior work on cognition and motivation in order to test whether students' motivation predicts different types of knowledge transfer during standard classroom instruction. Specifically, we examined the relations between sixth graders motivation, measured via self-report surveys, and their performance on a mechanics assessment with both procedural and conceptual transfer items. These findings have implications for theories of motivation, instruction, and knowledge transfer.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Kelly Boden
University of Pittsburgh
and Co-Presenter(s)
Kuo (University of Pittsburgh), Nokes-Malach (University of Pittsburgh), Wallace (University of Pittsburgh), & Menekse (Purdue University)

Contributed Poster

Contributed Poster: Download the Contributed Poster