ABSTRACT
Prior knowledge activation has strong facilitative effects on learning. De Grave, Schmidt, and Boshuizen (2001), for example, prompted students to activate their prior knowledge by means of problem-based discussion. Before studying a text that described the process of blood pressure regulation, medical students collaboratively analysed either a problem of blood pressure regulation or a problem of vision. When formulating hypotheses regarding a specific problem, students relied on their prior knowledge to account for it in terms of an underlying process. Students who activated text-relevant prior knowledge about blood pressure regulation recalled more information from the text than students who activated text-irrelevant prior knowledge about vision. Prior knowledge activation functioned as a bridge between prior knowledge and knowledge still to be acquired. More specifically, problem-based discussion facilitated the integration of new information into the existing knowledge base, resulting in higher recall. This chapter will focus on the use of external representations of low sophis-
tication (i.e., simple pictures and animations, or brief notes with few interrelations) during prior knowledge activation in the science domain. Research on the use of external representations in prior knowledge activation is still quite limited and therefore, a theoretical framework that provides more insights into the effects of external representations on the process of prior knowledge activation is described. More specifically, it is assumed that external representations can be used to prompt (i.e., initiate) prior knowledge activation as well as reinforce (i.e., facilitate) the activation process. In addition, these prompting and reinforcing effects of external representations are hypothesised to be mediated by learners’ level of prior knowledge (see Figure 12.1). The structure of this chapter is as follows. First, the facilitative effects of prior
knowledge activation on learning are described. What is prior knowledge activation and how does it facilitate learning? While answering this question, one prior knowledge activation strategy (i.e., mobilisation) is outlined. Second, the use
of external representations in prior knowledge activation is explored, addressing the question of how prior knowledge activation can be optimised through the use of external representations. Here, the different functions of external representations in prior knowledge activation are outlined. Third, the role of learners’ level of prior knowledge on the effects of external representations in prior knowledge activation is explored. Finally, an empirical study is presented that provides support for specific parts of the theoretical framework.
