| dc.description.abstract | Transfer of learned knowledge and skills is considered as a fundamental goal of education; without transfer, education would be meaningless. Subject of the study is the analysis of the 16 textbooks and instructional materials intended for students of Master studies “Environmental protection in Agriculture” at the Faculty of Agriculture University of Belgrade. In the study, the following analyses have been made: (1) the analysis of the type and number of the structural components of the textbooks; (2) the analyses of the questions, tasks and orders (QTO) in the textbooks, which comprises following analyses: (2.1) the meaningfulness of the QTO; (2.2) the form of the QTO; (2.3) the function of the QTO; and (2.4) the cognitive processes that is required by the QTO according to Revised Bloom’s taxonomy of educational objectives. Generally speaking, the mechanisms for fostering and facilitating transfer of knowledge and skills in the most of analyzed textbooks are neglected or developed in a small degree, and unevenly distributed among the analyzed textbooks. The most of the materials enable development of just “very near”, specific transfer to the situation of the exam in which the students will be exposed to the same type of the QTO like in the initial materials for learning. Except in few of the analyzed materials (three of 16), there is no solid ground for the promotion of transfer. | en |
