Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization

Kubsch, Marcus; Touitou, Israel; Nordine, Jeffrey; Fortus, David; Neumann, Knut; Krajcik, Joseph

doi:10.3390/educsci10010020

Open AccessArticle

Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization

by

Marcus Kubsch

^1,*

,

Israel Touitou

³

,

Jeffrey Nordine

¹,

David Fortus

²

,

Knut Neumann

¹ and

Joseph Krajcik

³

¹

IPN – Leibniz Institute for Science and Mathematics Education, Olshausenstraße 62, D-24118 Kiel, Germany

²

Weizmann Institute of Science, Rehovot, 234 Herzl Street, POB 26, Rehovot 7610001, Israel

³

CREATE for STEM Institute, Michigan State University, 426 Auditorium Road, East Lansing, MI 48824, USA

^*

Author to whom correspondence should be addressed.

Educ. Sci. 2020, 10(1), 20; https://doi.org/10.3390/educsci10010020

Submission received: 30 December 2019 / Revised: 10 January 2020 / Accepted: 13 January 2020 / Published: 16 January 2020

(This article belongs to the Special Issue Networks Applied in Science Education Research)

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Abstract

Knowledge-in-Use, i.e., the ability to apply what one has learned, is a major goal of education and involves the ability to transfer one’s knowledge. While some general principles of knowledge transfer have been revealed, the literature is full of inconclusive results and it remains hard to predict successful transfer. However, research into expertise suggests that how one organizes one’s knowledge is critical for successful transfer. Drawing on data from a larger study on the learning of energy, we employed network analysis to investigate how the organization of students’ knowledge about energy influenced their ability to transfer and what role achievement goal orientation may have played in this. We found that students that had more coherently organized knowledge networks were more successful in transfer. Furthermore, we also found a connection between mastery goal orientation and the organization of students’ knowledge networks. Our results extend the literature by providing evidence for a direct connection between the organization of students’ knowledge networks, their success in transfer, and their goal orientation and hint at the complexities in the relationship between mastery approach goal orientation and successful transfer beyond what is reported in the literature.

Keywords: transfer; knowledge networks; network analysis; knowledge in use; energy

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MDPI and ACS Style

Kubsch, M.; Touitou, I.; Nordine, J.; Fortus, D.; Neumann, K.; Krajcik, J. Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization. Educ. Sci. 2020, 10, 20. https://doi.org/10.3390/educsci10010020

AMA Style

Kubsch M, Touitou I, Nordine J, Fortus D, Neumann K, Krajcik J. Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization. Education Sciences. 2020; 10(1):20. https://doi.org/10.3390/educsci10010020

Chicago/Turabian Style

Kubsch, Marcus, Israel Touitou, Jeffrey Nordine, David Fortus, Knut Neumann, and Joseph Krajcik. 2020. "Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization" Education Sciences 10, no. 1: 20. https://doi.org/10.3390/educsci10010020

APA Style

Kubsch, M., Touitou, I., Nordine, J., Fortus, D., Neumann, K., & Krajcik, J. (2020). Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization. Education Sciences, 10(1), 20. https://doi.org/10.3390/educsci10010020

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Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization

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