The importance of prior knowledge and assessment for increasing efficiency of the learning processes, especially in ‘problem-based’ powerful learning environments

Dochy, Filip; Segers, Mien; Moerkerke, George

doi:10.1080/13892249685300301

Cited by 6 publications

(4 citation statements)

References 64 publications

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“…Background knowledge is typically the single largest contributor to variations in learning and problem-solving success across domains (Dochy, Segers, & Moerkerke, 1996); however, knowledge alone does not guarantee CE when solving mental arithmetic problems, the criterial task in this study.…”

Section: Factors Influencing Ce During Mental Arithmeticmentioning

confidence: 99%

Cognitive efficiency: A conceptual and methodological comparison

Hoffman

2012

Learning and Instruction

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Section: Factors Influencing Ce During Mental Arithmeticmentioning

confidence: 99%

Cognitive efficiency: A conceptual and methodological comparison

Hoffman

2012

Learning and Instruction

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“…The three colleges have the distinct advantage of attracting experienced students, who are motivated to learn and, with the exception of Cameroonian students, will be rewarded with promotion once back home. Trainers with relatively little field exposure and little experience with participatory training (Moss 1991) may have difficulties using students' prior knowledge (Dochy et al 1997).…”

Section: Training and Learningmentioning

confidence: 99%

Curriculum development at the African Regional Wildlife Colleges, with special reference to the Ecole de Faune, Cameroon

Scholte¹

2003

Envir. Conserv.

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Regional colleges in Tanzania, Cameroon and, recently, South Africa have trained some 4000 wildlife managers. Training need assessments called for major curriculum reforms, which were developed and implemented in the late 1990s. This is an analysis of the factors that influenced this curriculum reform in the colleges' endeavour to respond to new developments in African wildlife management. Since 1979, the curriculum of Garoua Wildlife College, Cameroon, has changed only gradually, whereas work placement subjects, selected by students and their employers, have quickly responded to developments in wildlife management, with an increase in the number of people-oriented subjects amongst other things. In the new curriculum, Garoua's mid-career students appreciated biology and inventory disciplines for their relevance, as well as courses in other disciplines tailored to conservation practice. The curriculum reforms implemented at Garoua depended on the presence of interested lecturers with an appropriate background, often obtained by additional training. The curricula of the regional wildlife colleges at Garoua (Cameroon) Mweka (Tanzania) and SAWC (South Africa) showed important differences, as a result of regional differences and differing visions of the wildlife management profession. All three colleges have struggled to establish a feedback system for continuous curriculum review. Increasing the exchanges between the colleges could further develop the curricula. While pursuing necessary changes in curriculum and institutions, care should be taken to avoid reducing the colleges' sustainability.

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“…Prior knowledge is defined "as the whole of a person's actual knowledge that: 1) is available before a certain learning task, 2) is structured in schemata, and 3) contains content-knowledge and metacognitive knowledge" [26]. This subcategory showed participants applying three types of prior knowledge:…”

Section: Applying Prior Knowledgementioning

confidence: 99%