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Awareness of various arguments can help interactants present opinions, stress points, and build counterarguments during discussions. At school, some topics are taught in a way that students learn to accumulate knowledge and gather arguments, and later employ them during debates. Prior knowledge may facilitate recalling information on well structured, fact-based topics, but does it facilitate recalling arguments during discussions on complex, interdisciplinary topics? We assessed the prior knowledge in domains related to a bioethical topic of 277 students from Germany (approximately 15 years old), their interest in the topic, and their general knowledge. The students read a text with arguments for and against prenatal diagnostics and tried to recall the arguments one week later and again six weeks later. Prior knowledge in various domains related to the topic individually and separately helped students recall the arguments. These relationships were independent of students' interest in the topic and their general knowledge.In many countries a specific aim of formal education is to cultivate upstanding citizens (Amnå, 2012). This also is the case in Germany (cf. Einheitliche Prüfungsanforderungen [Standard Examination Regulations], 2006), where controversial topics are addressed in some school subjects to provide students with the opportunity to explore various social issues and to practice expressing their points of view during in-class discussions. Such topics often are complex and interdisciplinary and include bioethical topics such as protecting the environment, abortion, and drug consumption. It commonly is believed that to be able to participate in discussions on a complex topic students need knowledge in diverse domains. In this research article we explore the extent to which students' prior domain-specific content knowledge in more than one domain is needed to recall arguments related to a bioethical topic.Knowledge gained prior to exploring various topics at school can contribute considerably to learning outcomes (cf.

Prior knowledge is known to facilitate learning new information. Normally in studies confirming this outcome the relationship between prior knowledge and the topic to be learned is obvious: the information to be acquired is part of the domain or topic to which the prior knowledge belongs. This raises the question as to whether prior knowledge of various domains facilitates recalling information. In this study 79 eleventh-grade students completed a questionnaire on their prior knowledge of seven different domains related to the bioethical dilemma of prenatal diagnostics. The students read a text containing arguments for and arguments against prenatal diagnostics. After 1 week and again 12 weeks later they were asked to write down all the arguments they remembered. Prior knowledge helped them recall the arguments 1 week (r = 0.350) and 12 weeks (r = 0.316) later. Prior knowledge of three of the seven domains significantly helped them recall the arguments 1 week later (correlations between r = 0.194 and 0.394). Partial correlations with interest as a control item revealed that interest did not explain the relationship between prior knowledge and recall. Prior knowledge of different domains jointly supports the recall of arguments related to bioethical topics.

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