Considering factors beyond transfer of conceptual knowledge

Eric Kuo, Danielle Champney, Angela Little

Research output: Chapter in Book/Report/Conference proceedingConference contribution


One thread in education research has been to investigate whether and in what ways students "transfer" conceptual knowledge from one context to another. We argue that in understanding students' reasoning across contexts, it can additionally be productive to attend to their epistemological framing. We present a case study of one student (Will), whose reasoning on two similarly structured approximation problems does not draw on pieces of conceptual knowledge across contexts in a manner that experts might view as productive. We further show that attending to Will's epistemological framing AIDS our understanding of why he draws on different types of knowledge on the two problems.

Original languageEnglish (US)
Title of host publication2012 Physics Education Research Conference
EditorsN. Sanjay Rebello, Paula V. Engelhardt, Alice D. Churukian
PublisherAmerican Institute of Physics Inc.
Number of pages4
ISBN (Electronic)9780735411340
StatePublished - 2013
Externally publishedYes
Event2012 Physics Education Research Conference, PERC 2012 - Philadelphia, United States
Duration: Aug 1 2012Aug 2 2012

Publication series

NameAIP Conference Proceedings
ISSN (Print)0094-243X
ISSN (Electronic)1551-7616


Conference2012 Physics Education Research Conference, PERC 2012
Country/TerritoryUnited States


  • calculus
  • epistemology
  • physics.
  • transfer

ASJC Scopus subject areas

  • Ecology, Evolution, Behavior and Systematics
  • Ecology
  • Plant Science
  • General Physics and Astronomy
  • Nature and Landscape Conservation


Dive into the research topics of 'Considering factors beyond transfer of conceptual knowledge'. Together they form a unique fingerprint.

Cite this