Transfer and Social Practice.

摘要: This paper examines knowledge transfer from cognitive and sociocultural perspectives. It is held that not the general to specific or vice versa, neither it wholly disembedded embedded. Rather, process of disembedding one situation transforming have utility in another, which includes finding analogies ease transfer. Consequently, expectations understanding about across different types social practice (e.g. classroom workplace) may be based on incomplete assumptions. proposed vocational has its genesis levels development, each with own characteristics potential for In current curriculum frameworks, goals education often relate level knowledge, yet there an expectation being transferable communities practice, such as workplaces their sets embedded norms values. Yet, only are these distinct, but type community another a workplace .particular classroom). makes prospect kinds settings 'far' (transfer circumstances novel), something does readily happen. help explain paucity between two - 'classroom' workplace. The concludes by discussing approaches instruction maximising circumstances, emphasise need embed disembed well seeking construct analogous opportunities