Internet based formative prior knowledge assessment

Martens, Rob; Hermans, Henry

doi:10.1016/s0191-491x(00)00018-3

Cited by 6 publications

(4 citation statements)

References 19 publications

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“…Biemans & Simon (1996) define background knowledge as "all knowledge learners have when entering a learning environment that is potentially relevant for acquiring new knowledge" (p.6). Prior knowledge is the whole of a person's knowledge, including explicit and tacit knowledge (Dochy et al, 1999) and represents a knowledge state at a certain time, that is present before execution of a learning task, that is directly available or can be retrieved, that is relevant for the objectives of the learning task, that is hierarchically structured, that is applicable to other learning tasks, and that has a dynamic nature (Martens & Hermans, 1999c.f. Dochy, 1992Dochy & Alexander, 1995).…”

Section: Diversity In Prior Knowledgementioning

confidence: 99%

Dimensions of Culturally Sensitive Factors in the Design and Development of Learning Objects

Mei

Boyle

2010

JIME

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Open educational resources (OERs) are designed to be globally reusable. Yet comparatively little attention has been given to the cultural issues. This paper addresses the issue of culturally sensitive factors that may influence the design of reusable learning objects. These influences are often subtle and hard to manage. The paper proposes a structured approach to explore and organise the culturally sensitive factors that are likely to be encountered in terms of four major dimensions. These dimensions serve to articulate and classify the large and diverse literature on cultural differences into a manageable format. This provides a basis to address the cross-cultural issues during the process of the design and development of open educational resources (OERs).

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Section: Diversity In Prior Knowledgementioning

confidence: 99%

Dimensions of Culturally Sensitive Factors in the Design and Development of Learning Objects

Mei

Boyle

2010

JIME

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“…2 One way to enhance students' high quality learning may be the use of priorknowledge assessment as a tool for evaluating the level of support a student will need. [18][19][20][21] In prior-knowledge assessment as in assessment in general, the instructor should be aware of what type of knowledge is being assessed. Distinguishing between different types of prior knowledge is important because not all types of prior knowledge have similar relevance to student achievement.…”

Section: Introductionmentioning

confidence: 99%

The Relevance of Prior Knowledge in Learning and Instructional Design

Hailikari¹,

Katajavuori²,

2008

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Objectives. To determine how different types of prior knowledge (declarative and procedural) impact student achievement and how prior-knowledge assessment can be used as an instructional design tool. Methods. A questionnaire was developed based on the prior-knowledge model, which distinguishes between declarative and procedural knowledge. One hundred fifteen pharmacy students were tested prior to beginning 4 successive basic science courses and then prior to beginning a pharmaceutical chemistry course. Regression analysis was used to determine which type of knowledge was the best predictor of student achievement. The 4 course instructors were interviewed and their comments analyzed. Results. Prior knowledge from previous courses significantly influenced student achievement. Procedural knowledge was especially related to student achievement. Instructors and students had mainly positive reactions towards the prior-knowledge tests. Conclusions. Students' prior knowledge should be taken into consideration in instructional design and curriculum planning. Furthermore, the results of prior-knowledge assessments may be used as a tool for student support in addressing areas of deficiency.

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“…Inadequate learning through misinformation may block the acquisition of relevant information (Kelly & Glaspole, 2006). One way to work with new information is to use prior knowledge as a tool to assess the gaps and misconceptions in student knowledge and thus provide the necessary support to potentialize the learning process (Martens;Hermans, 2000;Shariff et al, 2007). For prior knowledge to be accessed and worked upon more effectively, it is necessary to understand what type of PK the focus is (Hailikari et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Analysis of the prior knowledge of students about the ecological importance of vultures

Pereira,

Santos,

Uejima

2024

RSD

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Despite vultures' vital role in nature, they are insufficiently addressed in Brazilian educational content, leading to misconceptions about these scavenging birds. With educators neglecting the topic, students rely on their families, social circles, and the media for information, perpetuating misunderstandings. To rectify this and enhance comprehension of vultures' ecological importance, this study examines student perceptions through prior knowledge (PK) analysis. The study involved high school graduates up to 2019 and first- and second-semester college Biology students in Pernambuco, Brazil. A questionnaire with context-rich, thought-provoking questions was employed to stimulate knowledge retrieval. Data was analyzed using Laurence Bardin's content analysis. Findings revealed students' limited knowledge about vulture species. When asked to explain color variations in vultures' heads, some students resorted to prior knowledge related to intraspecific dominance, sexual dimorphism, camouflage, and diet from other bird species. Some perceived vultures as environmental cleaners, while others associated them with carcass decomposition and disease transmission, along with negative aesthetic and hygienic attributes. It's imperative that students not only study textbook-highlighted species but also gain insights into local fauna and its environmental significance. This broader understanding can rectify misconceptions and promote the vital ecological role vultures play in maintaining the balance of ecosystems.

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Internet based formative prior knowledge assessment

Cited by 6 publications

References 19 publications

Dimensions of Culturally Sensitive Factors in the Design and Development of Learning Objects

Dimensions of Culturally Sensitive Factors in the Design and Development of Learning Objects

The Relevance of Prior Knowledge in Learning and Instructional Design

Analysis of the prior knowledge of students about the ecological importance of vultures

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