Transfer, Transitions and Transformations of Learning

1. Front Matter

   Pages i-vi

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2. Transfer, Transition, or Transformation?

   • Howard Middleton, Liesbeth Baartman

   Pages 1-11

3. Transfer in Technology Through a Concept-Context Approach

   • Marc J. de Vries

   Pages 13-22

4. Transferring Knowledge Versus Knowledge Through Technology Education

   • Frank Banks, Malcolm Plant

   Pages 23-37

5. Transfer as an Iterative Process Between School and Work

   • Veronica Bjurulf

   Pages 43-48

6. Nurses’ and Technicians’ Communication and Learning at the Boundary

   • Liesbeth Baartman, Koeno Gravemeijer, Elly de Bruijn

   Pages 49-68

7. Transfer of Learning Through Integration of Theory and Practice in Technical Vocational Education

   • Nina Kilbrink

   Pages 69-84

8. Transferring Standards

   • Richard Kimbell

   Pages 85-107

9. Representation in the Transition from Novice to Expert Architect

   • Howard Middleton

   Pages 109-122

10. Education for Sustainable Development and the Transformation of Self

    • Margarita Pavlova

    Pages 123-132

11. Transforming Identities

    • Denise MacGregor

    Pages 133-147

12. Why Do They Not See What I See?

    • Lars Björklund

    Pages 149-167

13. Back Matter

    Pages 169-172

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This book explores one of the enduring issues in educational research and one of the challenges for formal education. That is, understanding the relationship between learning in one context, setting or time and a subsequent related learning experience or activity. The chapters in the book examine the issue drawing on existing theory as starting points but using each author’s own research to push existing boundaries of what we know in terms of the ideas captured in the title of the book: transfer, transitions and transformations of learning. The chapters explore the issue through a range of approaches and settings including: possibilities for a concept-context approach to transfer, transfer between knowledge domains, transfer as an iterative process between contexts, transfer as boundary crossing between vocations, transfer as integration of theory and practice, transferring standards in assessment, representation in the transition from novice to expert, transformation of self through sustainability education, transforming identities of first year design and technology teachers and the role of implicit knowledge in understanding the relationship between declarative and procedural knowledge in the transition to expertise. This book should be of interest to teachers in schools and the adult education sector, research students, teacher educators, researchers and policy-makers who are involved in learning in, through or with technology.

• knowledge
• learning
• technology
• transformations
• transitions
• transfer

• Griffith Institute for Educational Research, Griffith University, Australia

  H. E. Middleton

• Eindhoven School of Education, Eindhoven University of Technology, Netherlands

  L. K. J. Baartman

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