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iDEA: DREXEL LIBRARIES E-REPOSITORY AND ARCHIVES

iDEA: DREXEL LIBRARIES E-REPOSITORY AND ARCHIVES

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Multidisciplinary Investigation into Neurocognitive Basis of Problem-solving transfer and Implications for Pedagogy

Details
Title
Multidisciplinary Investigation into Neurocognitive Basis of Problem-solving transfer and Implications for Pedagogy: A Mixed-Methods Study
Author(s)
Galoyan, Tamara
Advisor(s)
Betts, Kristen; Hammrich, Penny
Keywords
Education; Cognitive learning theory; Learning, Psychology of; Near infrared spectroscopy; Mixed methods research; Problem solving--Study and teaching (Secondary); Transfer of training
Date
2019-05
Publisher
Drexel University
Thesis
Ph.D., Educational Leadership and Learning Technologies -- Drexel University, 2019
Abstract
For learners in any academic domain, it is vital to be able to transfer their learning across a variety of educational and non-educational contexts. Despite the significant role of transfer in human learning, enhancing student skills to effectively transfer learning has always been one of the most challenging problems in education. The goals of this convergent parallel mixed methods study were to (a) investigate neurocognitive, behavioral, and task factors involved in transfer of problem solving skills; (b) explore how university faculty conceptualize and enhance transfer across disciplines; and (c) offer practical recommendations for enhancing transfer in higher education. The quantitative strand of this mixed methods study focused on neurocognitive, behavioral, and task factors affecting transfer in a Spatial Navigation Transfer (SNT) game, designed and developed for this study. It used a randomized within-subject repeated-measures experimental design involving 27 graduate students from four disciplinary areas. The fNIRS brain imaging technology was used to measure mental workload in subjects during the SNT game, involving well-structured and ill-structured tasks. The qualitative strand of this mixed methods study used semi-structured interviews with 11 university faculty members from four disciplinary areas to explore their conceptualizations of transfer and the instructional strategies they used to enhance transfer in their classrooms. Based on the findings from the quantitative and qualitative strands, pedagogical practices for enhancing transfer in higher education were discussed and recommendations for future research on transfer were offered.
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