Abstract
We studied the occurrence and nature of learningin a university first year Introduction toGeomorphology course, and its relations with priorknowledge taught in a prerequisite course, and withthe prior knowledge in the to be learned subjects. Tendimensions of knowledge were tapped before and afterthe course by conventional and cognitive structuremeasures that were derived by the concept mappingmethodology. The fine-grain analysis of learningoutcomes yielded the following results: (a) studentsacquired only a small portion of the content in thecourse Introduction to Geomorphology, (b) the priorgeological and geomorphological knowledge did notaffect the learning of the new geomorphologicalcontents, (c) the minor effects appeared within ratherthan across knowledge dimensions, and they affectedmainly the learning of smaller knowledge units, and(d) concept definition cannot be considereda valid probe of knowledge. The differential effects of prior knowledge question thecentral, global and undifferentiated role that schematheories ascribe to prior knowledge in futurelearning. They call for greater reference to theexposed dimensions of knowledge by suggestingadditional factors to be considered in the sequencingof courses, as well as to the acquisition of complexknowledge with partial meaning of the basic knowledgeunits, and the use of new cognitive structure probesof knowledge.
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Hoz, R., Bowman, D. & Kozminsky, E. The differential effects of prior knowledge on learning: A study of two consecutive courses in earth sciences. Instructional Science 29, 187–211 (2001). https://doi.org/10.1023/A:1017528513130
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DOI: https://doi.org/10.1023/A:1017528513130