Surface, Deep and Transfer Learning and Strategies

Surface, Deep and Transfer Learning and Strategies

Surface learning involves scraping the surface rather than deep processing of the material. It is about the idea, content, knowledge and information. The goal of surface learning is for students to retain accurate details. Students learn science vocabulary, concepts and skills that allow for deeper exploration of scientific inquiry.

Instruction strategies used in acquiring surface learning module are:
• Imagery
• Note taking
• Direct Instruction
• Mnemonics
• Summarising
• Organising.

Deep learning involves examining new facts and ideas critically, tying them to existing cognitive structures and making links. This fosters patterns and connections that help students build plans for learning. Deep learning helps students understand that particular skills or concepts can be applied to areas other than those for which they were initially introduced.

Instruction strategies used in deep learning include:
• Inquiry-based learning
• Questioning
• Concept making
• Metacognitive strategy instruction
• Cooperative learning.

Transfer learning involves students applying knowledge of scientific principles, processes and relationships to novel texts, and discerning and innovating to solve complex problems. Transfer learning is dynamic, not static. It requires students to know how to detect similarities and difference between old and new situations. It makes use of the knowledge gained while solving one problem and applying it to a different but related problem.

Instruction strategies used in transfer learning include:
• Extended writing
• Organising and transferring conceptual knowledge
• Peer tutoring
• Identifying similarities and differences.