Promoting Access to Knowledge, Strategy, and Disposition in Students: A Research Synthesis

Prawat, Richard S.

doi:10.2307/1170445

Cited by 83 publications

(124 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In other words, the underlying activation model (see also Ali,19(0) that was based on the cognitive and instructional conditions formulated by Nussbaum and Novick (1982), Strike and Posner (l985), Prawat (1989) and others, turned out to be valid and useful, Because of the rather small sample size in our study, however, we would like to stress the need for additional research on the effectiveness of the activation model. Additional research is also needed concerning the negative side-effect that was found in our study: students seem to concentrate on parts of the learning task and not on the whole text which results in lower performance scores with test questions that are not directly related to the central concepts of the texts ("far transfer" -see Simons & Verschaffel, 1992).…”

Section: Conclusion and Discussionmentioning

confidence: 77%

“…In order to be able to restructure: their knowledge, students first should become aware of their preconceptions: they should search for relevant preconceptions in their memory (Prawat, 1989). To help students to trace relevant prior knowledge, "exposing events" could be used.…”

Section: Introductionmentioning

confidence: 99%

“…Nussbaum & Novick, 1982); b) comparing and contrasting these preconceptions with the new information; c) formulating new conceptions, based on the previous step (cf. Prawat, 1989); d) applying the new conceptions; e) evaluar.ing the new conceptions, based on the previous step (cf. Strike & Posner, 1985).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

How to use preconceptions? The contact strategy dismantled

Biemans

Simons

1995

Eur J Psychol Educ

View full text Add to dashboard Cite

show abstract

Section: Conclusion and Discussionmentioning

confidence: 77%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

How to use preconceptions? The contact strategy dismantled

Biemans

Simons

1995

Eur J Psychol Educ

View full text Add to dashboard Cite

show abstract

“…Good learning outcomes have to do with rich and complex memory representations showing a high degree of connectedness (see Prawat, 1989). Memory representations have a high degree of connectedness when there are many and strong relationships between the elements of the representations.…”

Section: New Learning Outcomesmentioning

confidence: 99%

“…Not the question whether there is contextualization and decontextualization, but their interrelations and their timing are the important issues in learning. Finally, we have serious doubts whether the sequence contextualization first and decontextualization afterwards, is the optimal sequence for all kinds of subject matter (see higher mathematics) and is the optimal one for all kinds of students (see also Prawat, 1989).…”

Section: New Learning Processesmentioning

confidence: 99%

New Learning: Three Ways to Learn in a New Balance

2000

View full text Add to dashboard Cite

For new instruction this means on the one hand more emphasis on action learning and experiential learning, on the other hand it means the organization of process-oriented instruction: a form of instruction with integrated attempts to teach the learning, thinking, collaboration and regulation skills. IntroductionPeople are learning all the time. They can not even stop learning. The one learning experience, however, is not the other. There are various kinds of learning. Are some forms of learning better than other? When we want to decide whether there are differences in the quality of forms of learning, we need criteria for good learning. How can we come to these kinds of criteria? There are, in our view, two ways. The one is looking at society at large (and its problems) and deriving criteria for good learning from there. The other is looking at empirical research on learning and instruction and the theories that were developed. Fortunately, the two ways tend to agree in the outcomes. From both sides similar ideas are put forward that can be summarized in the term "new learning". It is the word a use for: new learning outcomes, new kinds of learning processes and new instructional methods that are both wanted by society and stressed in psychological theory.

show abstract

Means‐end problem solving in infancy: Development, emergence of intentionality, and transfer of knowledge

Babik

Cunha

Ross

et al. 2018

Developmental Psychobiology

View full text Add to dashboard Cite

Behaviors and performance of 23 typically developing infants were assessed longitudinally at 6, 9, 12, 18, and 24 months in two means‐end tasks: pulling a towel or rotating a turntable to obtain a supported object. With age, infants performed more goal‐directed behaviors, leading to increased problem‐solving success. Intentionality emerged earlier in the towel task than in the turntable task (6.9 vs. 10.8 months). Potential knowledge transfer between the tasks was first observed at 9 months. This study provides insight into the development of means‐end learning, the emergence of intentionality, and potential transfer of knowledge in tasks involving a similar concept (support) but requiring different modes of action for success (pulling vs. rotating).

show abstract

Promoting Access to Knowledge, Strategy, and Disposition in Students: A Research Synthesis

Cited by 83 publications

References 0 publications

How to use preconceptions? The contact strategy dismantled

How to use preconceptions? The contact strategy dismantled

New Learning: Three Ways to Learn in a New Balance

Means‐end problem solving in infancy: Development, emergence of intentionality, and transfer of knowledge

Contact Info

Product

Resources

About