ABSTRACT

This short thought paper considers how much impact

a students prior knowledge can impact their ability to
learn what we are trying to teach them.

Susan Beeley
ETEC 512: Applications of Learning Theories to
Instruction

IMPORTANCE OF
PRIOR
KNOWLEDGE
Thought Paper #3
 Thought Paper #3

In the teaching profession we, the teachers, have the definitive upper hand in that we are experts in

the sense that we often know well beyond what we teach. As a consequence, our knowledge is structured and

organised in a way that allows it to be applied within the context of the curriculum. Students, however, do not

have this advantage and their knowledge is often tainted by common misconception and disorganizations

making it difficult to apply within the context of the curriculum. Understanding and addressing this imbalance in

knowledge is a key element if we are to help students progress from where they currently are to the place we

would like them to be.

Von Glasersfeld states: " to assess the truth of your knowledge you would have to know what you

come to know before you come to know it" (pg 37) and this sort of circular reasoning plagues those who try to

define knowledge. For our intents and purposes the knowledge that needs to be of interest is that which the

students bring to the classroom so that it can be transformed into something more adaptive and helpful. For

this to be possible teachers must take the time to ensure that both they and their students are aware of prior

knowledge which may be based on far more than the preceding curriculum (e.g. social and cultural influences

on knowledge).

Prior knowledge may have far more resilience and resistance to change than anticipated, as

demonstrated in A Private Universe (Harvard-Smithsonian Center for Astrophysics. 1987). Even when

students appear to know this is often on a superficial level. Further, attempts to alter prior knowledge may be

actively resisted as suggested by Aikenhead (2001), particularly when the difference between incoming

information and pre-conceptions is large. This offers support for Von Glaserfelds statement it appears that

knowledge is not a transferable commodity and communication not a conveyance" (p. 48).

For this reason, simply delivering our knowledge to the students without offering them the chance to

work with it and fit it in to what they already know deprives them of the opportunity to shift from novice thinkers

to something more expert.

References:

Aikenhead, G. (2001). Integrating western and aboriginal sciences: Cross-cultural science teaching.

Research in Science Education, 31, 337-355. Retrieved from

http://link.springer.com.ezproxy.library.ubc.ca/article/10.1023%2FA%3A1013151709605

Harvard-Smithsonian Center for Astrophysics (1987). A Private Universe [Video File]. Retrieved from

https://www.youtube.com/watch?v=TrXaQu_qGeo

Von Glasersfeld, E. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-49.

Retrieved from: http://anti-matters.org/articles/73/public/73-66-1-PB.pdf