Promoting Access to Knowledge, Strategy, and Disposition in Students: A Research Synthesis

The emphasis in this paper is on access, defined as the ability to draw on or utilize one’s intellectual resources in situations where those resources are relevant. A number of factors influence access. They have been identified in various strands of research representing different construct and curriculum perspectives. To date, few attempts have been made to synthesize this research. This is the purpose of the present paper, which utilizes a framework thought to have relevance across research domains. According to this framework, two factors influence students’ ability to access knowledge, strategy, and disposition. The first is organizational in nature, the second relates to the amount of reflective awareness possessed by the individual. This paper discusses how organization and awareness factors influence access in each of the informational categories and how teachers can better attend to these factors and thus promote access or transfer in students.

[1]  Ann L. Brown Learning and Development: the Problems of Compatibility, Access and Induction. , 1982 .

[2]  James Moffett,et al.  Teaching the universe of discourse , 1968 .

[3]  M. Scheerer,et al.  Problem Solving , 1967, Nature.

[4]  Walter Kintsch,et al.  Toward a model of text comprehension and production. , 1978 .

[5]  M. Lansing,et al.  Holmes Group, The. . Tomorrow’s teachers: A report of the Holmes Group. , 1986 .

[6]  Iris R. Weiss,et al.  Report of the 1977 National Survey of Science, Mathematics, and Social Studies Education. Final Report. , 1978 .

[7]  P. Hewson,et al.  Accommodation of a scientific conception: Toward a theory of conceptual change , 1982 .

[8]  Stephen Tchudi,et al.  Teaching Writing in the Content Areas: Elementary School , 1983 .

[9]  P. Peterson,et al.  Thinking Skills Versus Learning Time: Effects of Alternative Classroom-Based Interventions on Students' Mathematics Problem Solving , 1988 .

[10]  Jill H. Larkin,et al.  Cognition of learning physics , 1981 .

[11]  Michelene T. H. Chi,et al.  Expertise in Problem Solving. , 1981 .

[12]  Randall I. Charles,et al.  An evaluation of a process-oriented instructional program in mathematical problem solving in Grades 5 and 7. , 1984 .

[13]  James Britton,et al.  The development of writing abilities , 1975 .

[14]  George Polya,et al.  Induction and Analogy in Mathematics , 1954 .

[15]  R. Skemp Relational Understanding and Instrumental Understanding. , 2006 .

[16]  Robert J. Sternberg Intelligence and Nonentrenchment , 1981 .

[17]  Keith J. Holyoak,et al.  The Pragmatics of Analogical Transfer , 1985 .

[18]  L. A. Hausman How we Think , 1921 .

[19]  J. Hiebert,et al.  Conceptual and Procedural Knowledge in Mathematics: An Introductory Analysis , 1986 .

[20]  A. Whimbey,et al.  Teaching analytical reasoning through thinking aloud pair problem solving , 1987 .

[21]  M. Ferguson-Hessler,et al.  Cognitive structures of good and poor novice problem solvers in physics , 1986 .

[22]  R. Mayer Different problem-solving competencies established in learning computer programming with and without meaningful models. , 1975 .

[23]  Richard E. Mayer,et al.  Information Processing Variables in Learning to Solve Problems , 1975 .

[24]  Joy L. Cullen,et al.  CHAPTER 7 – Children's Ability to Cope with Failure: Implications of a Metacognitive Approach for the Classroom , 1985 .

[25]  J. Borkowski,et al.  Children's metacognition: Exploring relations among knowledge, process, and motivational variables. , 1984 .

[26]  K. Holyoak,et al.  Analogical problem solving , 1980, Cognitive Psychology.

[27]  L. Shulman,et al.  Pedagogical Content Knowledge in Social Studies , 1987 .

[28]  James Hiebert,et al.  Children's Mathematics Learning: The Struggle to Link Form and Understanding , 1984, The Elementary School Journal.

[29]  Douglas R. Barnes From communication to curriculum , 1976 .

[30]  K. M. Hawkins,et al.  Development and Learning , 1962, Nature.

[31]  Felicity Haynes Metaphor as Interactive , 1975 .

[32]  Gerald G. Duffy The Relationship between Explicit Verbal Explanations during Reading Skill Instruction and Student Awareness and Achievement: A Study of Reading Teacher Effects. , 1986 .

[33]  Paul Ramsden,et al.  Student learning and perceptions of the academic environment , 1979 .

[34]  K. Holyoak,et al.  Schema induction and analogical transfer , 1983, Cognitive Psychology.

[35]  L. Katz,et al.  Dispositions as goals for teacher education , 1985 .

[36]  Stuart O. Yager,et al.  Oral Discussion, Group-to-individual Transfer, and Achievement in Cooperative Learning Groups , 1985 .

[37]  James Britton,et al.  The development of writing abilities (11-18) , 1975 .

[38]  A. Palincsar Collaborating in the Interest of Collaborative Learning. , 1988 .

[39]  Peter A. Ornstein,et al.  Rehearsal processes in children's memory , 1973 .

[40]  S. Gould The Panda's Thumb , 1980 .

[41]  S. J. Rosenholtz,et al.  Classroom Organization and Student Stratification , 1984, The Elementary School Journal.

[42]  Robin R. Vallacher,et al.  What do people think they're doing? Action identification and human behavior. , 1987 .

[43]  Allen Newell,et al.  Human Problem Solving. , 1973 .

[44]  Rochel Gelman Toward an Understanding-Based Theory of Mathematics Learning and Instruction, or, In Praise of Lampert on Teaching Multiplication , 1986 .

[45]  Anthony Vito Manzo Improving Reading Comprehension through Reciprocal Questioning , 1969 .

[46]  Marlene Scardamalia,et al.  Educational relevance of the study of expertise , 1986 .

[47]  E. Glasersfeld Learning as Constructive Activity , 1983 .

[48]  Hugh G. Petrie Do You See What I See? The Epistemology of Interdisciplinary Inquiry. , 1976 .

[49]  Mary S. Riley,et al.  Development of Children's Problem-Solving Ability in Arithmetic. , 1984 .

[50]  Carole A. Ames,et al.  Systems of student and teacher motivation: Toward a qualitative definition. , 1984 .

[51]  M. Pressley,et al.  The Challenges of Classroom Strategy Instruction , 1989, The Elementary School Journal.

[52]  M. Chi,et al.  Network representation of a child's dinosaur knowledge. , 1983 .

[53]  G. A. Davis Psychology of Problem Solving: Theory and Practice , 1973 .

[54]  Barbara Y. White,et al.  Sources of Difficulty in Understanding Newtonian Dynamics , 1983, Cogn. Sci..

[55]  John H. Flavell,et al.  Stage-related properties of cognitive development , 1971 .

[56]  Judith A. Arter,et al.  Metaphor: Theoretical and empirical research , 1978 .

[57]  G. Leinhardt Development of an Expert Explanation: An Analysis of a Sequence of Subtraction Lessons , 1987, Knowing, Learning, and Instruction.

[58]  W. Brewer,et al.  Theories of Knowledge Restructuring in Development , 1987 .

[59]  John D. Bransford,et al.  Teaching Thinking and Problem Solving. , 1986 .

[60]  Robin R. Vallacher,et al.  A Theory Of Action Identification , 1985 .

[61]  L. Resnick Constructing knowledge in school. , 1987 .

[62]  Ann L. Brown,et al.  Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities , 1984 .

[63]  Merlyn J. Behr,et al.  Representations and translations among representations in mathematics learning and problem solving , 1987 .

[64]  Carol S. Dweck,et al.  Motivational processes affecting learning. , 1986 .

[65]  J. Campione,et al.  Psychological theory and the study of learning disabilities. , 1985, The American psychologist.

[66]  Alan H. Schoenfeld,et al.  Measures of Problem-Solving Performance and of Problem-Solving Instruction. , 1982 .

[67]  Carole A. Ames,et al.  Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes , 1988 .

[68]  Annemarie Sullivan Palincsar,et al.  Collaborating with teachers in the interest of student collaboration , 1989 .

[69]  J. Levin Four Cognitive Principles of Learning-Strategy Instruction , 1986 .

[70]  A. Schoenfeld On mathematics as sense-making: An informal attack on the unfortunate divorce of formal and informal mathematics. , 1991 .

[71]  Pearla Nesher Are Mathematical Understanding and Algorithmic Performance Related , 1986 .

[72]  C A Nelson,et al.  Learning to Learn , 2017, Encyclopedia of Machine Learning and Data Mining.

[73]  Dorothea P. Simon,et al.  Individual Differences in Solving Physics Problems (1978) , 1978 .

[74]  Ann L. Brown Learning, remembering, and understanding , 1982 .

[75]  J. Wertsch From Social Interaction to Higher Psychological Processes. A Clarification and Application of Vygotsky’s Theory , 1979 .

[76]  James F. Voss,et al.  Learning and transfer in subject-matter learning: A problem-solving model , 1987 .

[77]  Paul J. Feltovich,et al.  Categorization and Representation of Physics Problems by Experts and Novices , 1981, Cogn. Sci..

[78]  Ann L. Brown Teaching Students to Think as They Read: Implications for Curriculum Reform. Reading Education Report No. 58. , 1985 .

[79]  Penelope L. Peterson,et al.  Elaborative and Integrative Thought Processes in Mathematics Learning. , 1988 .

[80]  Timothy A. Post,et al.  Problem-Solving Skill in the Social Sciences , 1983 .

[81]  M. Lampert Knowing, doing, and teaching multiplication , 1986 .

[82]  John Seely Brown,et al.  Diagnostic Models for Procedural Bugs in Basic Mathematical Skills , 1978, Cogn. Sci..

[83]  J. Borkowski,et al.  Metacognition, Motivation, and Controlled Performance , 1986 .

[84]  Jim Cummins,et al.  Empowering minority students: A framework for intervention. , 1986 .

[85]  Douglas Hamblin,et al.  Teaching study skills , 1981 .