id: 06140380
dt: j
an: 2013b.00405
au: Ngu, Bing Hiong; Yeung, Alexander Seeshing
ti: Fostering analogical transfer: the multiple components approach to algebra
word problem solving in a chemistry context.
so: Contemp. Educ. Psychol. 37, No. 1, 14-32 (2012).
py: 2012
pu: Elsevier (Academic Press), New York, NY
la: EN
cc: D50 F90 M60
ut: problem solving; classification; word problems; equations; algebra; task
analysis; comparative analysis; educational psychology
ci:
li: doi:10.1016/j.cedpsych.2011.09.001
ab: Summary: Holyoak and Koh (1987) and Holyoak (1984) propose four critical
tasks for analogical transfer to occur in problem solving. A study was
conducted to test this hypothesis by comparing a multiple components
(MC) approach against worked examples (WE) in helping students to solve
algebra word problems in chemistry classes. The MC approach
incorporated multiple components (symbolic equations, symbols,
categorization, hint) in the source, or target, or both, to address the
four analogical tasks. Different combinations of the components were
tested in a series of four experiments. Symbolic equations (main
component) fostered a mental construction of the problem in its
solution mode. Categorization enabled an identification of the problem
category. A hint in the target directed the learners to the source
problem. The interaction between these components facilitated the
mapping of the symbolic equations in the source onto the target,
resulting in the superiority of the MC approach in fostering analogical
transfer. Neither the main component alone nor the main component plus
one sub-component was sufficient for analogical transfer. Hence for
analogical transfer to occur, at least the main component (symbolic
equations) and two sub-components (categorization and hint) are
required. However, symbols may not have additional effects for transfer
to occur.
rv: