The Effect of Prior Knowledge on Learning in Educational Practice: Studies Using Prior Knowledge State Assessment

Abstract

D e p a r t m e n t o f E d u c a t io n a l S c ie n c e s , C e n t e r f o r T e a c h e r T r a in in g a n d R e s e a r c h , U n iv e r s it y o f L e u v e n , V e s a liu s s t r a a t 2 , 3 0 0 0 L e u v e n , B e lg iu m G. Moerkerke C e n t e r f o r E d u c a t io n a l T e c h n o lo g y a n d E x p e r t is e , O p e n U n iv e r s it y , H e e r le n , T h e N e t h e r la n d s M. Segers D e p a r t m e n t o f E d u c a t io n a l D e v e lo p m e n t a n d R e s e a r c h , F a c u lt y o f E c o n o m ic s a n d B u s in e s s A d m in is t r a t io n , U n iv e r s it y M a a s t r ic h t , T h e N e t h e r la n d sThe paper outlines different issues concerning the use of prior knowledge state assessment for enhancing learning. Assessing prior knowledge by means of measuring a set of personal and contextual variables does not seem an effective track for further research and development. Therefore, the use of instruments like prior knowledge state tests and progress tests is discussed. As a cost-benefit analysis, different studies are carried out. The results indicate that beginner students are especially willing to use prior knowledge state assessment for different purposes, stressing the importance of regular feedback on the results of the assessment. Concerning the actual use of the assessment instruments, the findings suggest that beginner students need more external pressure to use the assessment instruments than advanced students. When it comes to attending final examinations, it seems that beginner students benefit more from prior knowledge state assessment and progress assessment than experienced students. The students who actually took the prior knowledge state assessment and received feedback and study advice, had higher scores on final examinations than the non-respondents.

Development of students' personal professional theories in senior secondary vocational education

“…This is also reflected in the relatively high scores of the content and nature of students' PPT as revealed in the first measurement and is in line with research into prior knowledge and knowledge development (Dochy, Moerkerke, & Segers, 1999). This implies that students have already developed their PPT during formal learning such as short internships or just by working on authentic tasks that encompass complex problems that need to be solved collaboratively, as well as by informal learning such as related hobbies or interactions with other professionals.…”

Aligning principles and practice in problem-based hospitality management education

“…In groups of 12 students that meet twice a week, prior knowledge is activated by discussing and analysing problems, resulting in a series of learning goals, which are investigated over a two-day period of individual study between the two weekly 90 min PBL-sessions. In the first session, the students are confronted with the PBL-task and use their prior knowledge to elaborate on what they already know about the problem and set the goals for self study (Dochy, 1992;Dochy, Moerkerke, & Segers, 1999). Results of students' individual study are shared with the group in the next PBL-session and are integrated in and connected to a conceptual network, representing the group's current understanding of relevant subject matter.…”

Vocational education approach: New TEL settings—new prospects for teachers’ instructional activities?

“…Thus, in the vocational context, teachers may have a unique role in empowering professional development, as in vocational education, students are most often young adults between 16 to 18 years of age who have little to no relevant work experience related to their future vocation. It may be hard to apply, for instance, their prior knowledge (Dochy, Moerkerke, & Segers, 1999) or internal resources (Arvaja, 2007) to learning the essential skills needed at work. Secondly, the findings revealed that in 3D vocational learning settings, teachers incorporate new instructional practices to cultivate the knowledge and skills students will need in real-life work contexts.…”