Prior knowledge activation as preparation prior to instruction
Does the Coverage of Relevant Prior Knowledge Affect Learning
Datos Bibliográficos
| ID | 7802873 |
|---|---|
| Autores | Charleen Brand (0000-0001-8849-0101, Ruhr University Bochum, autor de correspondencia), Katharina Loibl (0000-0002-1773-1913, University of Education Freiburg), Nikol Rummel (0000-0002-3187-5534, Ruhr University Bochum) |
| Año | 2025 |
| Volumen | 53 |
| Número | 6 |
| Páginas | 1633-1661 |
| Fecha de publicación | 2025-12-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Instructional Science (JOURNAL) |
| Identificadores de la revista | ISSN: 0020-4277 • E-ISSN: 1573-1952 |
| Editorial | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11251-025-09727-6 |
| OpenAlex | W4412347883 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 57 |
Two-phase instructional designs such as Productive and Vicarious Failure employ preparatory activities before explicit instruction. It is assumed that during this preparatory activity, students need to activate their prior knowledge in order to be prepared for subsequent instruction. However, empirical findings on this preparatory mechanism are scarce, and causal evidence is lacking. In an experimental design ( N = 165), we manipulated secondary school students’ relevant prior knowledge activation by systematically varying the coverage of conceptual components of the targeted concept in solution attempts that students study in the preparatory phase: Students received solution attempts with either a high or a low coverage of conceptual components. The results reveal that students do not necessarily have to activate relevant prior knowledge covering all aspects of the targeted concept prior to instruction. Activating some relevant knowledge can prepare students for subsequent instruction and benefit students of all levels of prior knowledge. Moreover, we provide first evidence that students’ prior knowledge activation becomes visible in their intermediate knowledge
Affect (linguistics) · Educational psychology · Mathematics education · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Intelligent Tutoring Systems and Adaptive Learning · Psychology
Educational psychology
Learning How to Learn
The Knowledge‐Learning‐Instruction Framework
Bayesian inference for psychology. Part I
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
Domain-specific prior knowledge and learning
Inventing to Prepare for Future Learning
The Multidimensional Knowledge in Text Comprehension framework
Contextual prerequisites for understanding
The use of advance organizers in the learning and retention of meaningful verbal material.
Knowing what you don't know makes failure productive
Productive Failure in Learning Math
A Time For Telling
Knowledge as a formative construct
Is It Really Robust?
Designing for Productive Failure
Telling more than we can know
Cognitive Architecture and Instructional Design
Promoting the construction of intelligent knowledge with the help of various methods of cognitively activating instruction
When Problem Solving Followed by Instruction Works
When failure fails to be productive
Preparatory effects of problem solving versus studying examples prior to instruction
The effect of contrasting cases during problem solving prior to and after instruction
Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure
The effect of testing versus restudy on retention
When is observing failure productive? Investigating the role of solution diversity in vicarious failure
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| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |