Prior and Declarative Knowledge - Example Paper

Prior knowledge in english vocabulary is defined as prior learning or knowledge which stem from previous learning. In cognitive psychological point of view, defined prior knowledge as the skills and experience that we know in advance. There are basically 2 types of prior knowledge: declarative knowledge (explicit) and procedural knowledge (implicit). A brief example to define what is prior knowledge: Topic to discuss is about World War 2, what and how much do I know about this? Do I have any experience regarding to this topic? Having prior knowledge before receiving new information about a certain topic will facilitate effective learning. What are the roles of prior and declarative knowledge to help a student learn effectively will be discussed in detail in this prior and declarative knowledge example paper.

Declarative Knowledge

Declarative knowledge is knowing facts and procedural knowledge is knowing how and skills to do it. Donald Clark mentioned declarative knowledge is further branch out to episodic knowledge (personal experience) and semantic knowledge (facts). Procedural knowledge is built upon overlapping declarative knowledge to solve problems and critical thinking. Examples such as learn how to ride a bicycle requires us to practice the steps of paddle and balancing : our semantic knowledge to know that what is the functions of peddle and break, and then episodic knowledge from our own experience practice riding the bicycle with coordinating our motor skills. Eventually it become as procedural knowledge for us. Next example is designing, knowing the principle of design (semantic knowledge) and training of drawing experience (episodic knowledge) help or facilitate into creating a design concept or idea or skills how to solve the problem (procedural knowledge).

Now we understand the concepts that we keep on learning new skills or new knowledge which eventually expand our cognitive knowledge: Using existing knowledge to generate new knowledge. Studies have shown that we learn more effectively when we have prior knowledge regarding a certain topic. Some scientists mentioned prerequisite knowledge may influence perception and recall. Marlieke van Kesteren mentioned neuroscientist Marlieke van Kesteren quoted “'The brain area we found, the medial prefrontal cortex, probably linked new information directly to prior knowledge”. Lodewijks quoted “ That prior knowledge is the most important variable is educational psychology; that the degree (content and degree of organisation) of prior knowledge of a student must be familiar or measurable for the achievement of optimal learning; a learning situation is optimal to the degree to which it accords with the level of prior knowledge.”

What are the Roles of Prior Knowledge?

What are the roles of prior knowledge to help students learn effectively? First, studies shown prior knowledge strengthen old knowledge with new knowledge or prior knowledge able to be improvise or corrective to the comprehension of the studied topic. Second, prior knowledge also make is easy for student to perceive or connect to the new knowledge. Third, prior knowledge facilitates the skills into categorisation of information or affects the ability to organise new information. Paris and Ayers quoted “Research on cognition has shown that successful learning involves linking new knowledge to what is already known. These links can take different forms, such as adding to, modifying, or reorganizing knowledge or skills. How these links are made may vary in different subject areas and among students with varying talents, interests, and abilities”

Let’s discuss about the first point: prior knowledge can strengthen old knowledge with new knowledge, or prior knowledge can be improved or corrected if the old knowledge is wrong. Linda Campbell mentioned there are several studies claimed when students have misperceptions, prior knowledge activation can impede new learning. Example like some people belief that the earth is flat, these group of people will reject any evidence that contradict with theirs. However, a conducive inquiry-based classroom environment can be useful for students to share what they think they know and put into discussion. Connecting and intentionally engaging prior knowledge with new information can promote effective learning.

Second point: prior knowledge makes connection easy for student to perceive new information. Can be supported by the accessibility theory. Spilich et al. mentioned people with prior knowledge are able to comprehend the subject topic more rapidly because the prior knowledge is easily accessed, thus new information linked rapidly with old information. Hypothesis of this backup from various experiment. Experimental of having 2 groups of High Knowledge students and Low Knowledge students on the basis of questionnaires about the topic of baseball. Results showed High Knowledge students have more highly differentiated knowledge structure than Low Knowledge students. High Knowledge students have more concepts interpretation of the topic and anticipate better in both qualitatively and quantitatively in a virtual game.

Third point: prior knowledge will affect how a student organise new information. Given an example: having to describe a jackfruit appearance is very similar to cempedak. Taste like cempedak but texture wise is different. A student with prior knowledge of cempedak will be able to intepret the similarity and difference of both. But if the prior knowledge of what is cempedak for a foreigner is absent, there will be no skill to organise the newly learn information that will result fail to recognise object. Next example is using analogy or metaphor to describe something like concepts of architecture: our iconic twin tower (KLCC) floor plate is based on simple islamic geometric forms of 2 interlocking square resulted a geometric of 8 pointed stars. Without the prior knowledge of the significant geometric shape in Islamic culture, the Argentine architect César Pelli cannot perform design thinking which involve Islamic feature.

Conclusion, prior and declarative knowledge certainly will facilitate students to learn effectively. New knowledge is always built upon old knowledge, whether is adding, modify or reorganise the information very much depends on various cultural, background and talent of that person.