Mapping prior knowledge: A framework for discussion among researchers

Dochy, Filip; Alexander, Patricia A.

doi:10.1007/bf03172918

Cited by 113 publications

(69 citation statements)

References 39 publications

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“…A knowledge test primarily measures the knowledge of facts and the meaning of concepts and principles (Segers, 1997). This type of knowledge is often defined as declarative knowledge (Dochy & Alexander, 1995). A test that assesses skills (i.e.…”

Section: Coding Study Characteristicsmentioning

confidence: 99%

Effects of problem-based learning: a meta-analysis

Dochy¹,

Segers²,

Bossche³

et al. 2003

Learning and Instruction

1,223

700

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This meta-analysis has two aims: (a) to address the main effects of problem based learning on two categories of outcomes: knowledge and skills; and (b) to address potential moderators of the effect of problem based learning. We selected 43 articles that met the criteria for inclusion: empirical studies on problem based learning in tertiary education conducted in reallife classrooms. The review reveals that there is a robust positive effect from PBL on the skills of students. This is shown by the vote count, as well as by the combined effect size. Also no single study reported negative effects. A tendency to negative results is discerned when considering the effect of PBL on the knowledge of students. The combined effect size is significantly negative. However, this result is strongly influenced by two studies and the vote count does not reach a significant level. It is concluded that the combined effect size for the effect on knowledge is non-robust. As possible moderators of PBL effects, methodological factors, expertise-level of students, retention period and type of assessment method were investigated. This moderator analysis shows that both for knowledge-and skills-related outcomes the expertise-level of the student is associated with the variation in effect sizes. Nevertheless, the results for skills give a consistent positive picture. For knowledge-related outcomes the results suggest that the differences encountered in the first and the second year disappear later on. A last remarkable finding related to the retention period is that students in PBL gained slightly less knowledge, but remember more of the acquired knowledge. 

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Section: Coding Study Characteristicsmentioning

confidence: 99%

Effects of problem-based learning: a meta-analysis

Dochy¹,

Segers²,

Bossche³

et al. 2003

Learning and Instruction

1,223

700

View full text Add to dashboard Cite

show abstract

“…Prior knowledge define as an individual's entire knowledge that is (1) dynamic, (2) that existed before instruction, (3) is structured, (4) can exist in various forms (declarative, procedural, and conditional knowledge ), (5) is explicit and implicit , and (6) contains conceptual and metacognitive knowledge components [14]. Students' prior knowledge can be as an alternative conception or scientific conceptions possessed by the students [15].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The identification of the 11^th grade students’ prior knowledge of electricity concepts

Suma

Sadia

Pujani

2018

J. Phys.: Conf. Ser.

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Abstract. According to constructivism, prior knowledge plays an important role in building students' scientific knowledge. Prior knowledge influences how students assimilate and accommodate new information. Prior knowledge affects how students perceive, organize, and create new information relationships. Therefore, in order to improve meaningful learning, students' prior knowledge needs to be identified. The purpose of this study was to identify the 11 th grade-students' prior knowledge of electricity concepts. Students' prior knowledge was measured using a Three-Tier Electricity Multiple Choice Test, which consisted of 20 items. This test was given to seventy-five 11 th grade students, who were 16-17 years of age. The data were analyzed descriptively. The results showed that students' prior knowledge about electricity concepts was very diverse; only 22.40% of the students had a scientific concept; 36.73% of students experienced misconception; 31.20% of students do not know the concept, and 9.67% of students experience the error. Students' misconceptions about electricity concepts that were found in this study are in mutual accord with the literature of misconception. The implication of the research results for teaching about electricity is that appropriate conceptual change strategies are needed.

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“…Background knowledge may be described as conceptual knowledge, the knowledge about events or persons, which provides a conceptual framework for interacting Vol. 5(2)(2017): with the world (Marr & Gormley, 1982: 90), or as the whole of a person's knowledge including explicit and tacit knowledge, metacognitive and conceptual knowledge (Dochy & Alexander, 1995). In reading contexts, background knowledge is the knowledge readers bring to the reading situation (Alexander, 1992).…”

Section: Reading Strategiesmentioning

confidence: 99%

Disciplinary Literacy in English as a Foreign Language in Biotechnology Engineering

Bojović¹

2017

ESP Today

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This paper explores the concepts of disciplinary literacy and content-area literacy as well as disciplinary literacy in English as a foreign language for biotechnology engineering. Literacy practices in English as a foreign language in biotechnology are focused on the reading practices and reading strategies that students and disciplinary experts use. The participants are 94 undergraduate students of biotechnical sciences at the University of Kragujevac, Serbia, and 46 biotechnology engineering experts. The focus of the study is the use of reading strategies in English by these two groups. Based on measures of internal consistency, descriptive statistics and ANOVA, the study demonstrates that the most prominent reading strategies used by biotechnology students and experts involve re-reading for better understanding and for details, using background knowledge, using text features, and finding main ideas. The experts generally use reading strategies more frequently than the students. They are more motivated to read English-medium material than the students; they choose the text for reading on their own, confirm the purpose of reading, and discuss what is read with others significantly more frequently than the students. Reading silently is the only reading strategy where gender differences were found.Key words biotechnology engineering, disciplinary literacy, English as a foreign language, reading, strategies. * Corresponding address: Milevica Bojović, University of Kragujevac, Faculty of Agronomy in Čačak, Cara Dušana 34, 32000 Čačak, Serbia. DISCIPLINARY LITERACY IN ENGLISH AS A FOREIGN LANGUAGE IN BIOTECHNOLOGY ENGINEERINGhttps://doi.org/10.18485/esptoday.2017.5.2.5Vol. 5(2)(2017): Sažetak Cilj ovog rada je da se odrede pojmovi disciplinarne pismenosti, pismenosti u okviru različitih sadržaja i disciplinarne pismenosti u oblasti engleskog kao stranog jezika u biotehnologiji. Kako je ispitivanje pismenosti na engleskom kao stranom jeziku u oblasti biotehnologije usmereno na praćenje aktivnosti čitanja i strategija čitanja, cilj rada je i ispitati koje strategije čitanja na engleskom jeziku primenjuju studenti i stručnjaci. Uzorak čini 94 studenata osnovnih studija Univerziteta u Kragujevcu i 46 stručnjaka u oblasti biotehnološkog inženjerstva. Na osnovu rezultata dobijenih statističkim postupcima kao što su interna konzistentnost, deskriptivna analiza i univarijantna analiza varijanse, istraživanje ukazuje da i studenti i stručnjaci u oblasti biotehnologije najčešće primenjuju sledeće strategije čitanja: ponovno čitanje radi boljeg razumevanja teksta, ponovno čitanje radi pronalaženja pojedinosti u tekstu, primena već stečenih znanja, korišćenje osobina teksta radi njegovog razumevanja, pronalaženje glavne ideje u tekstu. Stručnjaci primenjuju strategije čitanja češće nego što to čine studenti. Stručnjaci su i značajno više motivisani da čitaju na engleskom jeziku u odnosu na studente. Takođe, stručnjaci značajno češće samostalno biraju tekstove koje će čitati na engleskom jeziku, potvrđuju svrsishodnost...

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Mapping prior knowledge: A framework for discussion among researchers

Cited by 113 publications

References 39 publications

Effects of problem-based learning: a meta-analysis

Effects of problem-based learning: a meta-analysis

The identification of the 11^th grade students’ prior knowledge of electricity concepts

Disciplinary Literacy in English as a Foreign Language in Biotechnology Engineering

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Mapping prior knowledge: A framework for discussion among researchers

Cited by 113 publications

References 39 publications

Effects of problem-based learning: a meta-analysis

Effects of problem-based learning: a meta-analysis

The identification of the 11th grade students’ prior knowledge of electricity concepts

Disciplinary Literacy in English as a Foreign Language in Biotechnology Engineering

Contact Info

Product

Resources

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The identification of the 11^th grade students’ prior knowledge of electricity concepts