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Mapping prior knowledge: A framework for discussion among researchers

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Abstract

This review of the literature had four main aims: to examine several problems associated with usage of prior knowledge terminology; to explore key dimensions of prior knowledge referenced primarily by researchers in the field of cognitive psychology and artificial intelligence; to construct a conceptual map of prior knowledge terminology; and, to draw implications for future research and instructional practice. Overall, the complexity of the construct prior knowledge is articulated from a European and an American point of view and an argument is made for the more thoughtful communication of prior knowledge terminology in future studies.

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  1. Centre for Educational Technology and Innovation, University of Heerlen, PO Box 2960, 6401 DL, Heerlen, The Netherlands

    Filip J. R. C. Dochy

  2. College of Education, Texas A & M University, 77843, College Station, Texas, USA

    Patricia A. Alexander

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Dochy, F.J.R.C., Alexander, P.A. Mapping prior knowledge: A framework for discussion among researchers. Eur J Psychol Educ 10, 225–242 (1995). https://doi.org/10.1007/BF03172918

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