Abstract
Bransford and colleagues (2000) call prior knowledge what an individual student “brings to the classroom, based on their personal and idiosyncratic experiences …” (p. 71). With respect to science, students will often have some information about a subject or some conception of how things work.
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References
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind experience and school. Committee on Developments in the Science of Learning. Division of Behavioral and Social Sciences and Education of the National Research Council. Washington, DC: National Academies Press.
Donovan, M. S., & Bransford, J. D. (2005). Introduction. In M. S. Donovan & J. D. Bransford (Eds.), How students learn: Science in the classroom (pp. 1-26). Washington, DC: National Academies Press.
Gredler, M. E. (2009). Learning and instruction: Theory into practice (6th ed.). Upper Saddle River: Pearson.
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McComas, W.F. (2014). Prior Knowledge. In: McComas, W.F. (eds) The Language of Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-497-0_64
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DOI: https://doi.org/10.1007/978-94-6209-497-0_64
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