Roy Pea
Socializing the knowledge transfer problem
New York University
central issue acquiring knowledge appropriate transfer beyond contexts contents first acquisition contrast dominant common elements transfer theory interpretive perspective developed according appropriate transfer concept socioculturally rather objectively defined elements perceived thinker common current prior situation given nature things read terms thinkers culturallyinfluenced categorization system problem types synthesis cognitive research findings identifies specific features thinkingskills instruction effective promoting transfer include learning practicing knowledge application multiple contexts use constructively participating bridging instruction across school nonschool problem situations thinking selfmanagement skills taught within domains synergistic integration learning different subjects recommendations made developing new learning technologies build upon conditions enhancing knowledge transfer