Daniel M. Belenky

TL;DR: This paper investigated how students' achievement goals interact with different forms of instruction to promote transfer, defined as preparation for future learning, and found that students who entered the experiment with a high mastery-approach goal orientation would be more likely to transfer, regardless of instruction.

TL;DR: In this article, the authors place a large and multifaceted research literature into an organizing framework, classifying three categories of external knowledge representations along a dimension of groundedness: idealized, grounded and including only relevant features, and irrelevant features.

TL;DR: In this paper, the authors compare collaborative and individual methods while receiving instruction on either procedural or conceptual knowledge and find that collaborative groups had the same learning gains as the individual groups in both the procedural and conceptual learning conditions but were able to do so with fewer problems.

TL;DR: This paper investigated two instructional pathways hypothesized to facilitate students' learning of domain principles and problem features when studying worked examples and found that self-explanation and analogical comparison can facilitate conceptual learning without decrements to problem solving skills relative to a more traditional type of instruction in a classroom setting.

TL;DR: Students who were given concrete manipulatives with metacognitive prompts showed better transfer of a procedural skill than students given abstract manipULatives or those given concrete manipulation with problem-focused prompts.