USING ANALOGIES TO FORM CONCEPTUAL MODELS TO FACILITATE TRANSFER

This study examined the effects of the acquisition of a problem solving model on the ability to transfer to analogous problems in different domains. Two hundred and ten undergraduate students participated. Subjects were presented a problem solving model, asked to formulate a problem solving model, or required to paraphrase the problem solving model in their own words. Responses to a Biology problem and a transfer problem were scored. There were differences observed in the performance of the groups. The scores of students who were presented the problem solving model and students who formulated the problem solving model rose slightly on the transfer problem. One group's scores decreased and another group's scores remained the same on the transfer task. Discussion includes implications for instructional strategies and planning. © 1992.