Explanatory models in the processing of science text: The role of prior knowledge activation through small-group discussion.

Abstract

Two experiments assessed effects of activation of prior knowledge through small-group discussion. Subjects were given a description of natural phenomena and were asked to elaborate on possible explanations for them. In Experiment 1, small groups of subjects were presented with a problem describing the behavior of a blood cell in pure water and in a salt solution. No additional text was studied. The experimental subjects produced more than twice as many propositions about osmosis (i.e. the biological process explaining the blood cell's behavior) as a control group produced. Experiment 2 investigated effects of problem analysis on subsequent text processing for subjects with imprecise prior knowledge (novices) and subjects with precise knowledge (experts). Recall of the text showed considerable facilitative effects of problem analysis. Results are explained in terms of faster accessibility of prior knowledge and better integration of new information into explanatory models that may exist before, or are actively constructed during, problem analysis.

Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

“…As mentioned earlier, the results of some studies suggested that collective elaborative activities can improve the processing of new information, so information that is studied after the elaborative activities took place (O'Donnell et al 1990;Schmidt et al 1989;De Grave et al 2001). This study aimed to replicate these findings, while zooming in on the role of providing explanations versus listening.…”

“…Interestingly, elaborative discourse has also been shown to be beneficial when it precedes learning (De Grave et al 2001;O'Donnell et al 1990;Schmidt et al 1989). In a study by Schmidt et al (1989), small groups of students discussed a problem illustrating the osmosis process in cells before studying a text about osmosis and diffusion. These students recalled more information from the text than students who had discussed a non-relevant problem, about airplanes taking off, before studying the same text.…”

“…Therefore, the main hypothesis was that providing explanations during a small group discussion would lead to a better recall of subsequently studied information than merely listening to a group discussion. Since the important role of listening during a group discussion has not been ruled out (see Peterson and Swing 1985) and group discussion in general has been found to facilitate subsequent learning (Schmidt et al 1989;De Grave et al 2001), a second hypothesis was included as well. This one stated that participation in a relevant group discussion, regardless of providing explanations or listening, would increase the recall of subsequently studied information.…”

Differ in Socio-Cognitive Processes? Some Comparisons Between Paper and Video Triggered PBL

“…Elaborations can occur in group learning situations when learners consider pieces of knowledge in richer and wider contexts (van Boxtel, van der Linden, & Kanselaar, 2000). It has been found that in PBL, elaboration is an important contributor of cognitive effects (Schmidt & Boushuizen, 1993;Schmidt, De Volder, De Grave, Moust, & Patel, 1989).…”

Efectos de las adaptaciones textuales, el conocimiento previo y las estrategias de estudio en el recuerdo, la comprensión y el aprendizaje de textos científicos

“…Así mismo, por lo que respecta al papel del conocimiento previo, es claro que los sujetos expertos en un tema, independientemente de su edad, recuerdan más que los novicios, además de tener un recuerdo mejor organizado (Chiesi, Spilich y Voss, 1979;Pearson, Hansen y Gordon, 1979;Recht y Leslie, 1988). Así mismo, cuando el conocimiento previo es activado previamente al estudio de un texto, ello mejora el recuerdo de proposiciones que presumiblemente reflejan la formación de un modelo mental adecuado, tanto en el caso de los sujetos expertos como en el de los novicios (Schmidt et al, 1989). En el caso del aprendizaje de las ciencias hay que resaltar la necesidad de partir de las concepciones previas o preconceptos de los alumnos, hacer conscientes a los estudiantes de dichas concepciones y promover el cambio conceptual para conseguir un aprendizaje efectivo, lo cual está estrechamente ligado a la consecución de un modelo situacional adecuado (p.e., Driver, 1988;Pozo, 1989).…”