From simulations to real: Investigating young students' learning and transfer from simulations to real tasks

Research has explored the use of simulations for education and training, and attention is turning to how they might support learning in school subjects such as mathematics and science. However, existing studies have mostly concentrated on older students, and if simulations help build knowledge useful for solving problems within the simulation, rather than possible transfer beyond the simulation. This paper reports on a study investigating 5 year olds' learning transfer from simulations introducing simple circuit procedures and concepts, to equipment-based tasks. The study explored for evidence of learning transfer, using an analytical framework that aligned transfer strategy indicators with cognitive process dimensions, to identify transfer events and understand the thinking skills students applied during them. Findings supported the learning value of simulations, indicating young students transferred procedural knowledge to the equipment tasks, with some also demonstrating basic conceptual transfer. They also suggested transfer tasks can provide opportunities to exercise higher order thinking, through activating processes including reflection, evaluation, analysis and abstraction. Such capabilities are highly valued, and central to school achievement and development of learner independence and self-direction. Practitioner Notes What is already known about this topic Simulations can develop knowledge useful for solving problems within the simulation. Simulations can be effective for learning mathematics and science procedures. Between-simulation transfer engages higher order processing. What this paper adds Evidence of young students' procedural learning transfer, from simulations to real tasks. Some evidence of young students' naive conceptual transfer, from simulations to real tasks. Evidence of the value of transfer tasks for higher order thinking development. Implications for practice and/or policy Transfer tasks provide opportunities for young students to exercise higher order thinking and problem solving. Teachers should consider transfer tasks for extending procedural learning to real tasks. Teachers are important for scaffolding young students' concept formation during transfer tasks, to ensure accurate knowledge development. Simulations can be effective for developing transferrable procedural knowledge, but conceptual transfer should not be assumed.