Prior Knowledge

Using students’ own experiences to generate examples helps learners to make connections and increase retention and overall knowledge acquisition. Examples include scaffolding learning from earlier classes and experiences. 

Insufficient, inaccurate, or incorrect information can slow or halt learning. For example, Dunbar, Fugelsang, and Stein (2007) found that scientific misconceptions about why we have seasons often persist. Even after having learned and been tested, students tend to revert to “intuitive” ideas, which can hinder further learning that builds upon these foundational principles and concepts. 

Students learn and retain more when they can connect what they’re learning to accurate and relevant prior knowledge. For example, college students presented with unfamiliar facts about well-known individuals demonstrated twice the capacity to learn and retain those facts as students who were presented with the same number of facts about unfamiliar individuals (Kole & Healy, 2007). 

However, we shouldn’t assume that students will draw on their prior knowledge in new learning situations. It is important to help students activate prior knowledge. You can do this with prompts (e.g., Think about what you know about energy conservation from physics. How might that concept apply to the topic of environmental sustainability we’re discussing today?), reminders (e.g., Remember the case study on urban planning we covered last week—those principles will help you analyze today’s topic on public transportation systems), or recall questions (e.g., Can anyone explain the process of photosynthesis we learned earlier this term and how it connects to plant growth in different climates?). 

It’s important that we’re clear about the knowledge requirements of different tasks. Don’t assume that because students have one kind of knowledge that they have another. For example, knowing what is a very different kind of knowledge than knowing how or knowing when. An instructor in a writing course might assume that because students know what a thesis statement is (a declarative sentence outlining the main argument of a paper), they also know how to construct an effective one and when to use it in different contexts.  

Assessing both the extent and nature of students’ prior knowledge ensures that we design our teaching appropriately. In this example, the instructor could: 

• Ask students to define what a thesis statement is. 
• Give an activity where students need to craft their own thesis statements for different writing prompts. 
• Present examples of different types of writing—like persuasive essays and reflective papers—and ask students when it would be appropriate to include a thesis statement. 

Students may draw on knowledge that is inappropriate for the context when learning new material. This can distort their interpretation of new material or impede new learning. To help students learn when their prior knowledge is or is not applicable: 

• Clearly explain the conditions and contexts of applicability  
• Provide multiple examples and contexts 
• Point out similarities and differences 
• Deliberately activate relevant prior knowledge to strengthen links 

For example, to help students understand when Newton’s First Law applies, you might say, “Newton’s First Law is applicable when there are no net external forces acting on an object. For example, this law works well in outer space where there’s no friction or air resistance. However, it doesn’t apply in everyday situations on Earth where friction, gravity, and other forces are constantly acting on objects.” 

You could provide examples from different contexts: “In outer space, a spacecraft will continue to drift in the same direction unless acted upon by an external force. On Earth, a ball rolling on the floor will eventually stop due to friction, which is an external force that isn’t present in the vacuum of space.” 

After presenting these examples, emphasize the difference between space (where the law holds perfectly) and Earth (where external forces are constantly influencing motion). Highlight the similarity in that the law theoretically applies in both cases, but external forces modify the outcome. 

To activate students’ prior knowledge, you could ask, “Remember when we discussed friction in our previous lesson? How does friction affect an object’s motion on Earth? How might that change if we were in outer space?” This helps students make the connection between friction (a concept they already know) and Newton’s First Law (a new concept). 

It’s important to address inaccurate prior knowledge that might otherwise distort or impede learning. Sometimes, simply exposing students to accurate information and evidence that conflicts with flawed understanding is enough to correct these inaccuracies. However, a single correction or refutation is unlikely to change deeply held misconceptions. Guiding students through conceptual change takes time, patience, and creativity. 

For example, students may come into a biology class with the misconception that humans evolved directly from monkeys. To correct this inaccurate prior knowledge, the instructor presents evidence explaining that humans and modern monkeys share a common ancestor but evolved along separate evolutionary paths. While some students may adjust their understanding with this new information, others might still hold onto their original misconception. 

To guide students through deeper conceptual change, over several lessons the instructor uses visual diagrams showing the evolutionary tree, compares DNA similarities between species, and engages students in discussions that allow them to explore and question their own misconceptions. By integrating these activities across multiple lessons and encouraging critical thinking, the instructor helps students gradually shift their understanding of human evolution. This ongoing process, rather than a single correction, is what ultimately helps to replace deeply held misconceptions with accurate knowledge.