Proposal Title

The use of prior knowledge to increase students' retention

Track

Research Proposal / Learning Theories and Pedagogy

Proposal Abstract

The purpose of this study was to increase the level of student’s retention by using the prior knowledge. In order to overcome this situation, prior to instruction students received a handout with the operational definition of a new physics concept, followed by a series of questions related to the component concepts and then they have to answer several questions related with these component concepts. By using this sort of questioning students have the opportunity of make a review of the physics concepts. During this interactive session participants will prepare a handout with questions for students to answer.

Proposal Description

In essence the main purpose of the scholarship of teaching and learning (SoTL) is to generate and apply new teaching strategies in order to increase students learning. In this case, the learning difficulty under inquiry was the low level of students’ retention of the physics concepts, after they have finished instruction (Flores, Torres & Torres, 2016). Therefore, the purpose of this study is to increase the level of student’s retention by using the prior knowledge. Robert Gagne in the nine events of a lesson included as a teaching strategy to activate the prior knowledge in order to connect it with the new knowledge (Gagne, 1985; Gagne & Perkins, 1988; Gagne, Briggs & Wager, 1988). More recently Susan Ambrose and Marsha Lovett considered using the prior knowledge to make connections with the new knowledge (Ambrose & Lovett, 2014). First student took a pretest about a new concept, next students received a handout with the operational definition of a new physics concept, for example momentum, followed by a series of questions related to the component concepts of momentum (mass, velocity, particle, frame of reference) and then they have to answer several questions related with these component concepts and finally they took a posttest. By using this sort of questioning students have the opportunity of make a review of the physics concepts. The questions were formulated according to text based questions following the Webb’s depth of knowledge guide. The responses were statistically analyzed using the paired t-test in order to determine the increase in student’s retention. During these interactive session participants will prepare a handout with questions for students to answer. “Paying attention to multiple sources of learning difficulty will improve both learning and SoTL”. (Nelson, 2012).

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Mar 30th, 9:00 AM Mar 30th, 9:45 AM

The use of prior knowledge to increase students' retention

The purpose of this study was to increase the level of student’s retention by using the prior knowledge. In order to overcome this situation, prior to instruction students received a handout with the operational definition of a new physics concept, followed by a series of questions related to the component concepts and then they have to answer several questions related with these component concepts. By using this sort of questioning students have the opportunity of make a review of the physics concepts. During this interactive session participants will prepare a handout with questions for students to answer.