R. Hoz et al., The differential effects of prior knowledge on learning: A study of two consecutive courses in earth sciences, INSTR SCI, 29(3), 2001, pp. 187-211
We studied the occurrence and nature of learning in a university first year
Introduction to Geomorphology course, and its relations with prior knowled
ge taught in a prerequisite course, and with the prior knowledge in the to
be learned subjects. Ten dimensions of knowledge were tapped before and aft
er the course by conventional and cognitive structure measures that were de
rived by the concept mapping methodology. The fine-grain analysis of learni
ng outcomes yielded the following results: (a) students acquired only a sma
ll portion of the content in the course Introduction to Geomorphology, (b)
the prior geological and geomorphological knowledge did not affect the lear
ning of the new geomorphological contents, (c) the minor effects appeared w
ithin rather than across knowledge dimensions, and they affected mainly the
learning of smaller knowledge units, and (d) concept definition cannot be
considered a valid probe of knowledge. The differential effects of prior kn
owledge question the central, global and undifferentiated role that schema
theories ascribe to prior knowledge in future learning. They call for great
er reference to the exposed dimensions of knowledge by suggesting additiona
l factors to be considered in the sequencing of courses, as well as to the
acquisition of complex knowledge with partial meaning of the basic knowledg
e units, and the use of new cognitive structure probes of knowledge.