Is Prior Knowledge of Subject Matter More Important to the Development and Use of Meaningful Learning Skills?

1987 ◽  
Vol 24 (4) ◽  
pp. 280-285 ◽  
Author(s):  
Michael Prosser
Keyword(s):  
Prior Knowledge ◽  
Subject Matter ◽  
Meaningful Learning ◽  
Learning Skills

Using Online Learning Systems to Improve Student Performance

2011 ◽  
Vol 7 (2) ◽  
pp. 21-34
Author(s):  
Nelly Todorova ◽  
Annette M. Mills
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
Prior Knowledge ◽  
Real Life ◽  
Meaningful Learning ◽  
Learning Model ◽  
Learning System ◽  
Preliminary Evaluation ◽  
Life Problems ◽  
Improve Student Performance

A key responsibility of educators is to enable meaningful learning and to help students acquire the knowledge and skills they need to make decisions and solve real-life problems. The knowledge that students bring to class (i.e. prior knowledge) has been identified as a major factor enabling meaningful learning. Leveraging this knowledge depends on instructors being able to assess it and adjust their teaching accordingly. This paper proposes a learning model aimed at enriching, assessing and activating prior knowledge. To provide a preliminary evaluation on the feasibility of the model, it was implemented using an online learning system and assessed using survey and interview data gathered from students and faculty. The results showed positive changes in student study behavior, motivation, classroom experience and learning outcomes. Opportunities for improvement of the learning model were also identified.

Interações e Transformações em Química: Níveis de Conhecimento Necessários Para Alcançar uma Aprendizagem Significativa

2018 ◽  
Vol 19 (2) ◽  
pp. 209 ◽  
Author(s):  
Regina Mara Silva Pereira ◽  
Sirlene Neves de Andrade
Keyword(s):  
Qualitative Research ◽  
Prior Knowledge ◽  
Teaching And Learning ◽  
Theoretical Study ◽  
Meaningful Learning ◽  
Knowledge Development ◽  
Previous Knowledge ◽  
New Knowledge ◽  
Knowledge Levels ◽  
Grid Operation

Neste trabalho, por meio de experiência da pesquisadora se constatam as dificuldades dos estudantes na passagem de uma etapa escolar a outra, isto conduziu a propor uma pesquisa cujo objetivo é de identificar e analisar como os conhecimentos prévios esperados dos estudantes podem ser usados para o desenvolvimento de novos conhecimentos, quando se deseja que os mesmos tenham uma aprendizagem significativa e que possa ser útil tanto na escola como na vida em sociedade. Para tal se considera como referencial teórico da pesquisa a teoria da aprendizagem significativa de David Ausubel e a noção de níveis de conhecimento esperados dos estudantes, segundo a definição de Aline Robert. Trata-se de uma pesquisa qualitativa cujo método é o da pesquisa documental para a qual se construiu uma grade de análise com o propósito de compreender como são tratados os três níveis de conhecimento no ensino e aprendizagem de interações e transformações químicas. Após mostrar o funcionamento da grade, consideram-se exemplos da análise do “caderno do professor” e os resultados mostram que é preciso uma atenção especial do professor, com um discurso adequado que leve em conta os conhecimentos prévios de seus estudantes de forma a atingir o nível disponível e, assim, permitir que os estudantes alcancem uma aprendizagem significativa.  Como conclusão se considera que é preciso criar momentos de discussões com os professores do Ensino Médio para que estes possam identificar os conhecimentos prévios de seus estudantes e introduzir novos conhecimentos a partir dos que eles já possuem.Palavras-chave: Química. Aprendizagem Significativa. Níveis de Conhecimento.AbstractIn this study, through the researcher’s experience the students’ difficulties are observed in the passage from one school stage to another, this led to propose a research whose goal is to identify and analyze how the prior knowledge expected from  students can be used for the new knowledge development, when it is expected that they have a meaningful learning and that can be useful both in school and in life in society. Thus, as a theoretical study is considered of the theory of significant learning from David Ausubel and the notion of knowledge levels expected from students, according to the Aline Robert’s definition. This is a qualitative research whose method is the documentary research for which they built a grid of analysis with the purpose to understand how all three levels of knowledge are treated in teaching and learning of chemical interactions and transformations. After showing the grid operation,  examples of analysis are considered of the "Teacher's book" and the results show that a special attention from the teacher is necessary, with a suitable discourse that takes into account the previous knowledge of their students in order to achieve the level available and, thus, allow students to achieve a meaningful learning.  As a conclusion if it considered that it is necessary to create moments of discussions with High School’s teachers so that they can identify the students’ prior knowledge and introduce new knowledge from what they already have.Keywords: Chemistry. Significant Learning. Knowledge Levels

scholarly journals Students’ Misconceptions are Falsely Measured By Concept Inventory Tests While Lack of Prior Knowledge is Ignored

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Horace Crogman
Keyword(s):  
Prior Knowledge ◽  
Subject Matter ◽  
Time Lapse ◽  
Concept Inventory ◽  
The Subject

Concept inventory tests are used to measure students’ misconception. This article investigated and concludes that the current format of these tests are unable to measure students’ misconceptions since the answers choices do not reflect student lack of prior knowledge, the time lapse between when they learned the subject matter and when they try to recall it, and the conditions through which students construct their knowledge. CIs are better suited as tools to evaluate the effectiveness of pedagogical effectiveness and language in communicating the material to the students. 

Pedagogical Content Knowledge in Co-Teaching for Special Educators

2021 ◽  
pp. 1-9
Author(s):  
Bharti Tandon
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Special Educators ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Inclusive Settings ◽  
The Subject

More than three decades ago, Shulman introduced the concept of Pedagogical Content Knowledge (PCK) to describe the ways of representing and formulating the subject matter to make it comprehensible to others. It involves understanding of how particular subject matter topics and issues are organized and represented in order to teach in an effective way. It also involves understanding the needs and struggles of the students. Shulman (1987) identified PCK as one of seven categories of teachers’ knowledge which is essential for providing meaningful learning experiences to all students including children with disabilities. This calls for special educators in inclusive settings to possess the knowledge and skills to implement PCK in teaching all students. There is no global PCK model; researchers have explained it differently in terms of components in the field. This paper attempts to explain the concept of PCK, its importance for special educators teaching in co-teaching and two models of PCK namely Shulman’s Model and Ball’s Model.

scholarly journals Curricular Issues in School Education: Critical Analysis of Understanding about the Implemented Curriculum

2020 ◽  
Vol 3 ◽  
pp. 84-92
Author(s):  
Nirmal Raj Mishra
Keyword(s):  
Subject Matter ◽  
Critical Analysis ◽  
Group Discussion ◽  
School Education ◽  
Assessment Process ◽  
Learning Skills ◽  
Educational Literature ◽  
Phenomenological Methodology ◽  
Education Today ◽  
Teaching Learning

This paper focus on exploring the curricular issues viz. subject matter, pedagogy and assessment process of implemented / taught curriculum in school education. Similarly, the teachers’ understandings are key areas to find out the issues in education that are guiding engine to operate schools’ education efficiently. During this study course, it adopted the descriptive as well as phenomenological methodology on the basis of educational literature, own experience and group discussion with selected teachers. The dilemma about curricular components has created the new discourse in school education today. Moreover, the challenges to improve the elaborated isueses are crucial problems for teachers in enhancing quality teaching learning skills

The Elizabethan resonances of the reign of King John

2017 ◽  
Author(s):  
Peter Lake
Keyword(s):  
Prior Knowledge ◽  
Subject Matter ◽  
The Other ◽  
The Subject ◽  
King John

This chapter examines Shakespeare's King John. Writing a play about King John in the early or middle 1590s was not an ideologically neutral act. The subject-matter was so contested that no politically sentient contemporary was likely to produce an account of the reign, as it were, in a fit of absence of mind. That in such circumstances Shakespeare chose to write a play about King John is of some significance. For, by the very act of writing such a play, he could not help but position himself within a set of ideological co-ordinates laid down by the other available interpretations and stagings of the reign, and thus by the prior knowledge and expectations of his audience.

scholarly journals How prior knowledge, learning, teaching and assessment affect students’ achievements in Mathematics

2020 ◽  
pp. 68
Author(s):  
Nazmi Xhomara
Keyword(s):  
Prior Knowledge ◽  
Traditional Approach ◽  
Learning Approach ◽  
Learning Skills ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
Basic Learning ◽  
Approach Problem ◽  
Structured Questionnaire

In this study we investigate how prior knowledge, the comprehensive learning approach, problem-based teaching and assessment influence students’ basic-learning skills in Mathematics at the university level. To do so, we employed a quasi-experimental research design and a structured questionnaire. Two experimental groups and two control groups of students were involved. We found a negligible correlation between prior knowledge and basic-learning skills but a positive correlation between prior knowledge and the comprehensive learning approach. On the other hand, we found practically no correlation between prior knowledge and assessment. We also found that problem-based teaching correlated positively and that the traditional approach correlated negatively with prior knowledge. Moreover, prior knowledge, problem-based teaching, the comprehensive learning approach and assessment explained 50% of the variance in the levels of basic-learning skills.

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