PREVIOUS KNOWLEDGE (MEMORY): CHARACTERISTICS, TYPES - CULTURE VOCABULARY - 2024

Previous knowledge is the set of information that an individual stores throughout his life, thanks to his past experiences. This particular topic is part of one of the fundamental pillars of school pedagogy, since it helps the teaching and learning process.

It should be noted that prior knowledge has been the object of study in cognitive psychology, since it uses the analysis of memory, the acquisition of information and its restructuring.

Its importance lies in the fact that through these it will be possible to understand new situations that will lead to problem solving. For this reason, the teacher or instructor must be attentive to the reactivation of this type of knowledge, because it will be defined in which contents should be deepened and in which not.

Previous knowledge is also associated with the world view, the acceptance of knowledge and the development of memory.

characteristics

-According to experts, this term comes from the theory of significant learning, proposed by the American psychologist David Ausubel in the mid-20th century. In general terms, it proposes that the human being processes and stores information to acquire new knowledge.

-Through this, the vision or perspective of the world is built from the experiences lived in the past. Thanks to this, the individual will be able to develop communication skills to face different types of situations.

-It is considered as the fundamental piece in the learning-teaching process, since they will allow to impart and assimilate information.

-They function as a starting point for the acquisition of new learning experiences. However, it is important to point out that it will be necessary to indicate when they are partial and erroneous, since the objective will be to promote the development of the student.

-They are a type of stable knowledge and, therefore, quite resistant to change.

-It is believed that reading is one of the mechanisms that allow the activation of previous knowledge. However, it is necessary to encourage a correct reading comprehension to avoid incurring in bad interpretations.

-Teachers and instructors have the responsibility of generating the contrast of previous knowledge with the new, as well as the process of change towards the assimilation of incoming information.

Elements that must be present in the prior knowledge process

Some experts propose the following:

-Identify the concepts that students will learn during the day.

-Define what the learning objectives will be.

-Know the knowledge that students have. This phase is important, since it will require a methodology that activates previous knowledge or that it is generated, as the case may be.

Types

There are three categories in this regard:

-Spontaneous: are those that arise as a way of giving explanations to the situations that occur on a daily basis. They involve sensory and perceptual processes.

-Socially transmitted: they are created from interaction in the cultural or family environment. These imply the beliefs that are generated in these groups.

-Analogical: they are present by not being generated spontaneously or by social interaction. This knowledge is built thanks to the comparison and analogy of other approaches that have already been acquired.

Practical activities to activate previous knowledge

Guided discussions

This is a very supportive activity during the presentation of information. However, it is an instrument that requires planning and care.

In this case, the teacher or instructor presents a specific topic that will be discussed by both him and the group. To make this activity successful, the following are required:

• Be clear about the objectives of the discussion.
• Prepare a series of open questions that allow the presentation of analysis and interpretation.
• Introduce the topic and encourage students to present their ideas about it.
• Write the most important points on the board to summarize the main ideas.
• Propose a final summary that allows the introduction of the topic as such.

Information generator

In this case, the strategy enables prior knowledge to be activated through reflection and subsequent exchange thereof. Here is an outline of this:

• The teacher or instructor introduces the topic.
• Each student prepares a list of ideas evoked by the topic presented.
• Choose a certain number of participants to share their ideas.
• Later, the teacher or instructor will be in charge of making corrections on the wrong concepts in this regard.
• Present the new topic and contrast it.

Statement of a problem related to the topic

It is an activity that is similar to the previous ones, since it seeks the participation of the students. However, it is an indirect way of presenting the topic to be discussed.

In this case, the teacher or instructor outlines a problem that the students will have to solve by proposing different solutions that they think are more convenient. Thanks to this, it will be possible to detect what the previous knowledge is and how to contrast it with the central theme.

Techniques that can be implemented to gain access to students' prior knowledge

-Presentation of questionnaires with open or closed questions. These can be applied before the presentation of a topic or even at the beginning of the course. This will allow the teacher or instructor to poll the group for information.

-Simulation of real situations: it can consist of current events in order for the students to be able to make decisions.

-Design and elaboration of conceptual maps, including mental ones. Before its completion, the teacher or instructor must give the corresponding instructions in this regard.

-Brainstorming execution. It is intended to explore initial ideas and interpretations regarding a topic.

-Group work and discussions. These also have the advantage of contrasting opinions and points of view.

Considerations to take into account

-The teacher or instructor must know what topic can be related to the previous knowledge that the students have.

-The topics and the sequence with which they will be discussed must be ordered.

-Take into account that motivation is an important factor to keep students' attention. Therefore, creative but simple to implement activities are recommended.

References

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2. Prior knowledge. (sf). On Wikipedia. Retrieved: October 02, 2018. In Wikipedia at es.wikipedia.org.
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4. Previous knowledge. (sf). In Server-Alicante. Retrieved: October 2, 2018. In Server-Alicante de glosarios.servidor-alicante.com.
5. Previous Knowledge, Semantic Method. (2016). In Entrepreneurship. Retrieved: October 2, 2018. In Entrepreneurship of entrepreneurs.co.
6. Strategies to activate and use prior knowledge, and to generate appropriate expectations in students. (2016). In Education and Business. Retrieved: October 2, 2018. In Education and Business from educacionyempresa.com.
7. Recacha, José Antonio. The importance of prior knowledge for learning new content. (2009). In CSIF. Retrieved: October 2, 2018. In CSIF de archivos.csif.es.