Introduction
The process of taking learned theories and concepts about a subject and applying them to a practical setting is known as “transferring knowledge from one context to another.” Transfer is defined as a cognitive process in which a learner may apply information or skills from one context to another by mastering those same skills in another. Transfer is often seen as a hallmark of real learning since it shows that a student’s comprehension enables them to see how the knowledge they have acquired has the potential to be useful and to apply it effectively outside of the original learning setting. The paper will first provide evidence in favour of the claim that people underestimate the difficulties involved in information transfer by failing to take into account qualities of effective knowledge acquisition, such as curiosity and attention, and then provide a counterargument. In order to guarantee that information is successfully transferred from one context to another, the counterargument contends that educators and students must be aware of these difficulties and take appropriate steps to address them via instruction and learning.
Natural Science
Argument
It might be troublesome when learners are unable to articulate prior experiences or knowledge. In order to improve the extension of this information and gain further knowledge about the subject matter, many programs and courses rely on the learners’ understanding of fundamental concepts. It is common for students to underestimate the skills required to apply their academic knowledge in practical settings when it comes to the natural sciences. The notion of chromosomal structure in connection to mitosis is one example of a related concept that the students can find difficult to convey. Cellular processes that are dependent on molecular behaviour-based knowledge have proven difficult for learners to grasp. Students are not keen to understand that an in-depth comprehension of meiosis requires the learners’ integration of multiple concepts connected to chromosome function and structure. Typically, learners recognize fundamental chromosome structure, although they are unable to activate cognitive resources necessary for describing the macromolecular phenomena (Newman et al. 433). Just because they were not paying attention in biology class, biology students may not be able to transfer their understanding of cellular processes to discussions from their biology courses. Rather than being ignorant about the subject, the student’s underestimation of the knowledge transference may be the result of their inattention.
Counterargument
This section will address the many cognitive processes that students use to grasp ideas in order to refute the notion that people may undervalue the difficulties of knowledge transference from one context to another. The transfer is a multi-step process in and of itself, requiring the student to recall previous courses, see similarities between the material, and appropriately apply this information in a new setting (Zakrajsek and Tamara 5). Each of the aforementioned stages will be impacted differently by the lesson’s features, the content being taught, and the ability of the students. Students now understand how difficult it is to impart information. Natural science knowledge may be transferred to the real world by individuals through the use of previous knowledge and competence, curiosity, and attention. Initially, educators use several approaches to refine their teaching materials and adapt their classroom environments to augment concentration and attentiveness. For instance, offering advance organizers, reducing visual distractions in class, minimizing non-task use of multimedia, and designing lab and classroom activities with the minimization of task-switching is sure to aid learners to place their attention in class, therefore rendering it possible for them to recall the information for future transfer to the practical world (Hanley et al. 1265–1275). Thus, it is true that students do not underestimate the challenges of knowledge transference because they use the aforementioned approaches.
Art
Argument
In terms of art, the argument emphasizes the idea that the application and interpretation of creative knowledge are fundamentally shaped by the historical and cultural context in which it is situated. The socio-political environment of a particular age is often closely linked to the artistic styles, methods, and movements. Famous musician Bob Dylan, for instance, saw this occurrence when he chose to play the song “Maggie’s Farm” with an electric guitar and amplifier in 1965. He seems to have miscalculated the difficulty of translating the usage of the electric guitar in a genuine live performance, judging by the unfavourable response he received from the audience. Before the rock genre gained widespread acceptance, it had to overcome a number of obstacles (Over 2). The crowd responded to this alteration right away, as cries and jeers could be heard throughout the arena (Beaumont 1). The low sound quality was cited as the cause of this response. Some remarked that, in comparison to previous performances, Dylan’s song selection throughout the show was sparse. Still, Dylan was the embodiment of the Rock genre before he really made the transition. Because they saw Dylan’s new approach as radical in an era before psychedelics and hippies, fans were unwilling to embrace it.
Counterargument
In response to the claim that artists could undervalue the difficulties in adapting information to new settings, artists are careful and persistent when reworking or reimagining a piece of art. This event is referred to as a “happy accident” by the Art Room (Lukauskaitė 1), which puts a positive perspective on occurrences that do not work out well. The phrase also implies that before enjoying the satisfaction of achieving something greater, one must be willing to accept failure in order to realize their previous ideal. As a result, in order to actualize the beginning of something new and better, learners and experts make sure that their transference of artwork to another environment is effective by accepting and granting permission for the failure of one artwork. It almost seems as if the notion that artists are naturally gifted creators of innovative, inventive works of art is being reversed. The idea of training for excellence is one that artists and art fans know is essential if they want to use their skills in a different setting. Artists may think differently, not only in terms of how they absorb information cognitively but also in terms of how open they are to using diverse creative reasoning techniques to solve problems they encounter in and out of the studio.
Conclusion
Overall, this article has shown how learners of stated information may underestimate the ease with which knowledge may be transferred from its original context to a new context if they fail to meet the prerequisites. It is clear from the arguments and rebuttals that educators and students need to be aware of failed knowledge transfer and take care not to use incorrect ideas and information while learning new material. As a result, educators must adopt a number of strategies, including providing advance organizers, cutting down on visual distractions in the classroom, and restricting the use of multimedia for non-task purposes. However, students may also use tactics like recognizing the connections between the material, recalling previous courses, and appropriately applying this information in a new setting. Knowledge transmission will be unsuccessful if this is not done.
Works Cited
Beaumont, Mark. “The Day Dylan Went Electric: ‘They Certainly Booed, I’ll Tell You That.’” The Independent, Independent Digital News and Media, 25 July 2020, www.independent.co.uk/arts-entertainment/music/features/bob-dylan-electric-guitar-newport-folk-festival-a9630751.html.
Hanley, Mary, et al. “Classroom displays—attraction or distraction? evidence of impact on attention and learning from children with and without autism.” Developmental Psychology, vol. 53, no. 7, 2017, pp. 1265–1275, https://doi.org/10.1037/dev0000271.
Lukauskaitė, Rosana. “The Exhibition ‘Happy Accident’ by Rimantas Olšauskas and Marija Olšauskaitė at the Antanas Mončys House-Museum.” Echo Gone Wrong, 16 May 2022, echogonewrong.com/the-exhibition-happy-accident-by-rimantas-olsauskas-and-marija-olsauskaite-at-the-antanas-moncys-house-museum/.
Newman, Dina L et al. “Students fail to transfer knowledge of chromosome structure to topics pertaining to cell division.” CBE life sciences education vol. 11,4 (2012): 425-36. doi:10.1187/cbe.12-01-0003
Over, Jessica. “The Controversy behind Bob Dylan’s Electric Set at Newport Folk Festival.” Mixdown Magazine, Mixdown Magazine, 2022, mixdownmag.com.au/features/the-controversy-behind-bob-dylans-electric-set-at-newport-folk-festival/.
Zakrajsek, Todd, and Tamara Rosier. “Learning to Apply Course Material.” IDEA, 2023, www.ideaedu.org/idea-notes-on-learning/learning-to-apply-course-material/.
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