The transfer of learning is universally accepted as the ultimate
aim of teaching. Facilitating knowledge transfer has perplexed
educators and psychologists over time and across theoretical
frameworks; it remains a central issue for today's practitioners
and theorists. This volume examines the reasons for past failures
and offers a reconceptualization of the notion of knowledge
transfer, its problems and limitations, as well as its
possibilities. Leading scholars outline programs of instruction
that have effectively produced transfer at a variety of levels from
kindergarten to university. They also explore a broad range of
issues related to learning transfer including conceptual
development, domain-specific knowledge, learning strategies,
communities of learners, and disposition. The work of these
contributors epitomizes theory-practice integration and enables the
reader to review the reciprocal relation between the two that is so
essential to good theorizing and effective teaching.
General
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