Differences in prior knowledge and learning procedures: interactions between expertise level and learning

Bibliographic Details
Main Author: Rosa, Gustavo Danicki Aureliano
Publication Date: 2017
Other Authors: Galvão, Afonso Celso Tanus
Format: Article
Language: por
Source: Acta Scientiarum. Education (Online)
Download full: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27902
Summary: This qualitative and exploratory research analyzed how prior knowledge may influence the learning processes. The research was conducted through the analysis of learning procedures carried out by individuals using material with content they master and material content they do not master. Six participants were interviewed individually at length on the ways in which they related to both texts. Results suggest that prior consolidated knowledge is a major influence on learning process, affecting information recognition, learning speed, participants’ metacognitive capacity, the need of informational support to maintain learning process and aspects of instructional support regarding formal teaching situations. In addition, results indicate the importance of teaching actions, especially the diagnostic facet of learning evaluation, to improve learning opportunities to learners reach a mastery level. 
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spelling Differences in prior knowledge and learning procedures: interactions between expertise level and learningDiferencias de conocimiento previo y procesos de estudio: interacciones entre nivel de conocimiento y aprendizajeDiferenças de conhecimento prévio e processos de estudo: interaçoes entre nível de expertise e aprendizagemcognitive processesinstructioneducationcognitive sciences.procesos cognitivosenseñanzaeducaciónciencias cognitivas.processos cognitivosensinoeducaçãociências cognitivas.This qualitative and exploratory research analyzed how prior knowledge may influence the learning processes. The research was conducted through the analysis of learning procedures carried out by individuals using material with content they master and material content they do not master. Six participants were interviewed individually at length on the ways in which they related to both texts. Results suggest that prior consolidated knowledge is a major influence on learning process, affecting information recognition, learning speed, participants’ metacognitive capacity, the need of informational support to maintain learning process and aspects of instructional support regarding formal teaching situations. In addition, results indicate the importance of teaching actions, especially the diagnostic facet of learning evaluation, to improve learning opportunities to learners reach a mastery level. Esta investigación cualitativa y exploratoria investigó cómo conocimientos previos influyeron los procesos de estudio a partir del análisis de la actividad de estudio de individuos con material de dominio y no dominio. Participaron de la investigación seis individuos que leyeron dos textos, de dominio y no dominio, con orientación para el estudio de los materiales. Tras el estudio de cada texto, los participantes eran cuestionados sobre los procesos de estudio. Los resultados sugieren que el conocimiento previo consolidado influye sobre el proceso de estudio, afectando el reconocimiento de informaciones, la velocidad de estudio, la capacidad de articulación metacognitiva de los individuos y la postura ante el proceso de enseñanza, considerando necesidades de soporte informacional para el mantenimiento del proceso de estudio y la forma del apoyo en situación de enseñanza. Los resultados señalan la importancia de la acción docente para el aumento de oportunidades de aprendizaje, lo que implica en el desarrollo perfeccionado y competente de procesos de evaluación del aprendizaje, sobre todo los de esencia diagnóstica. Esta pesquisa qualitativa e exploratória investigou como conhecimentos prévios influenciaram processos de estudo a partir da análise da atividade de estudo de indivíduos com material de domínio e não domínio. Participaram da pesquisa seis indivíduos que leram dois textos, de domínio e não domínio, com orientação para o estudo dos materiais. Após o estudo de cada texto, os participantes eram questionados sobre os processos de estudo. Os resultados sugerem que o conhecimento prévio consolidado influi sobre o processo de estudo, afetando o reconhecimento de informações, a velocidade de estudo, a capacidade de articulação metacognitiva dos indivíduos e a postura perante o processo de ensino, considerando necessidades de suporte informacional para a sustentação do processo de estudo e a forma do apoio em situação de ensino. Os resultados apontam a importância da ação docente para o incremento de oportunidades de aprendizagem, o que implica no desenvolvimento aperfeiçoado e competente de processos de avaliação da aprendizagem, sobretudo as de fundo diagnóstico. Universidade Estadual de Maringá2017-05-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/2790210.4025/actascieduc.v39i3.27902Acta Scientiarum. Education; Vol 39 No 3 (2017): July-Sept; 319-328Acta Scientiarum. Education; v. 39 n. 3 (2017): July-Sept; 319-3282178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27902/19239https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27902/751375143842Copyright (c) 2017 Acta Scientiarum. Educationinfo:eu-repo/semantics/openAccessRosa, Gustavo Danicki AurelianoGalvão, Afonso Celso Tanus2022-02-17T22:10:05Zoai:periodicos.uem.br/ojs:article/27902Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-17T22:10:05Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Differences in prior knowledge and learning procedures: interactions between expertise level and learning
Diferencias de conocimiento previo y procesos de estudio: interacciones entre nivel de conocimiento y aprendizaje
Diferenças de conhecimento prévio e processos de estudo: interaçoes entre nível de expertise e aprendizagem
title Differences in prior knowledge and learning procedures: interactions between expertise level and learning
spellingShingle Differences in prior knowledge and learning procedures: interactions between expertise level and learning
Rosa, Gustavo Danicki Aureliano
cognitive processes
instruction
education
cognitive sciences.
procesos cognitivos
enseñanza
educación
ciencias cognitivas.
processos cognitivos
ensino
educação
ciências cognitivas.
title_short Differences in prior knowledge and learning procedures: interactions between expertise level and learning
title_full Differences in prior knowledge and learning procedures: interactions between expertise level and learning
title_fullStr Differences in prior knowledge and learning procedures: interactions between expertise level and learning
title_full_unstemmed Differences in prior knowledge and learning procedures: interactions between expertise level and learning
title_sort Differences in prior knowledge and learning procedures: interactions between expertise level and learning
author Rosa, Gustavo Danicki Aureliano
author_facet Rosa, Gustavo Danicki Aureliano
Galvão, Afonso Celso Tanus
author_role author
author2 Galvão, Afonso Celso Tanus
author2_role author
dc.contributor.author.fl_str_mv Rosa, Gustavo Danicki Aureliano
Galvão, Afonso Celso Tanus
dc.subject.por.fl_str_mv cognitive processes
instruction
education
cognitive sciences.
procesos cognitivos
enseñanza
educación
ciencias cognitivas.
processos cognitivos
ensino
educação
ciências cognitivas.
topic cognitive processes
instruction
education
cognitive sciences.
procesos cognitivos
enseñanza
educación
ciencias cognitivas.
processos cognitivos
ensino
educação
ciências cognitivas.
description This qualitative and exploratory research analyzed how prior knowledge may influence the learning processes. The research was conducted through the analysis of learning procedures carried out by individuals using material with content they master and material content they do not master. Six participants were interviewed individually at length on the ways in which they related to both texts. Results suggest that prior consolidated knowledge is a major influence on learning process, affecting information recognition, learning speed, participants’ metacognitive capacity, the need of informational support to maintain learning process and aspects of instructional support regarding formal teaching situations. In addition, results indicate the importance of teaching actions, especially the diagnostic facet of learning evaluation, to improve learning opportunities to learners reach a mastery level. 
publishDate 2017
dc.date.none.fl_str_mv 2017-05-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27902
10.4025/actascieduc.v39i3.27902
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27902
identifier_str_mv 10.4025/actascieduc.v39i3.27902
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27902/19239
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/27902/751375143842
dc.rights.driver.fl_str_mv Copyright (c) 2017 Acta Scientiarum. Education
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Acta Scientiarum. Education
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 39 No 3 (2017): July-Sept; 319-328
Acta Scientiarum. Education; v. 39 n. 3 (2017): July-Sept; 319-328
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
_version_ 1754842069251129344

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