Preparing learners with partly incorrect intuitive prior knowledge for learning

Abstract

Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly) “incompatible” with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing a generalized schema as a structuring framework for such knowledge in pieces would support (re)organizing-processes of prior knowledge and thus reduce unnecessary cognitive load during subsequent learning. Fifty-six student teachers participated in the experiment. A framework group underwent a pre-training intervention providing a generalized, categorical schema for categorizing primary learning strategies and related but different strategies as a cognitive framework for (re-)organizing their prior knowledge. Our control group received comparable factual information but no framework. Afterwards, all participants learned about primary learning strategies. The framework group claimed to possess higher levels of interest and self-efficacy, achieved higher learning outcomes, and learned more efficiently. Hence, providing a categorical framework can help overcome the barrier of incorrect prior knowledge in pieces.

How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers

“…Identifying whether a well-structured mathematical task is correct or not is more straightforward. Particularly, it is not trivial for pre-service teachers because learners often hold fragmented, partly misconceptual knowledge about learning strategies as already mentioned (Glogger-Frey et al, 2018;Ohst et al, 2014). Roelle and Berthold (2016) found comparable effects as the present ones using contrasting cases holding a very high number of possible comparisons.…”

“…These theories assume certain kinds of (suboptimal) prior knowledge that are difficult to address in learning. Pre-service teachers often show such knowledge (about learning strategies: Glogger-Frey et al, 2018;Ohst et al, 2014;about learning: Vosniadou et al, 2020;Eitel et al, 2021). In line with these theoretical approaches, holding on to such kind of knowledge impeded our participants' learning to some extent.…”

Prior knowledge in recalling arguments in bioethical dilemmas

“…The question is whether prior knowledge is helpful in ill-structured domains. Ohst et al ( 2014 ) showed that unsystematic prior knowledge needs to be systematized before the actual learning process can successfully take place. Since prior knowledge on ill-structured, complex topics might be unsystematic and—especially in public discussions on bioethical dilemmas—intuitive, prior knowledge might not be as helpful for learning with complex topics as it is in topics from only one domain.…”

PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions

“…Unfortunately, misconceptions appear to be quite persistent across time (Taylor & Kowalski, 2014). However, research shows that misconceptions can be effectively reduced in the short term when providing refutation texts (e.g., Ferrero et al, 2020;van Loon et al, 2015), refutation lectures (Kowalski & Taylor, 2009;Taylor & Kowalski, 2014), and/or support for conceptually restructuring incorrect knowledge (Ohst et al, 2014). With these interventions, people typically uncover prior conceptions as inaccurate and provide correct information with an explanation.…”