How prior experiences, interests, and thought processes influence learning

¶ … Learning

How the Previous Experiences, Interests and Thought Processes of Students Influence the Learning of Current Content Area Concepts

The objective of this study is to examine how the previous experiences, interests, and thought processes of students can influence the learning of current content area concepts. This work will examine the link between past experiences of students, student interests and present learning and address key principles of brain-based learning including the importance of meaningful learning, knowledge background. This work will examine how consideration of past experiences, learning and student interest should be an important part of lesson planning for the teacher. Specific examples will be included.

Prior knowledge includes the learner's attitudes and experiences. Attitudes include the learner's beliefs about themselves as learners and the learners' awareness of their own individual strengths and interests. Experiences include normal activities that are relative to learning and the events in the lives of learners that result in background understanding as well as the leaner's family and community experiences that the learner brings to the classroom. Prior knowledge involves possession of information about the material being learned in terms of content, topics, and concepts. (Kujawa & Huske, 1995 cited in: North Central Regional Educational Laboratory, nd, p.1) Kuwaja & Huske (1995) additionally relate that prior knowledge serves to influence how the teacher and students "interact with the learning materials as both individuals and a group." (NCREL, nd, p.1) The work of Roschelle (2013) entitled "Learning in Interactive Environments: Prior Knowledge and New Experience" relates that in order to assist learners in making the "most of a new experience, educators need to understand how prior knowledge affects learning.. Prior knowledge determines what we learn from experience." (p.1) Prior knowledge is reported to force "a theoretical shift to viewing learning as 'conceptual change'. (Roschelle, 2013, p.1) The work of Willis (2011) states that application of knowledge is needed for learners to retain that knowledge. Applied learning activities resulted in the activation of the "isolated small neural networks, facts, or procedures, which then undergo the cellular changes of neuroplasticity that link them into larger neural circuits of related information. These extensive neural circuits integrate new information when they are a) simultaneously activated and b) when they recognize patterns in common." (Willis, 2011, p.1) The related categories of information are expanded (as in Piaget's schema) through "executive function activities" resulted in the consolidation of learning into networks which are activated at the time students need to use new learning in problem solving. (Willis, 2011, p.1) Applied learning activities include hands-on learning and for example, the activity that can be utilized in teaching math to assist learners is counting actual money instead of math problems being performed on paper. Learning in the area of the interests of students is also effective because they apply their full attention to the subject matter and an interested student who applies their learning is a student who retains the information learned. The National Association of Student Personnel Administrators and the American College Personnel Association study reports "The new concept of learning recognizes the essential integration of personal development with learning; it reflects the diverse ways through which students may engage, as whole people with multiple dimensions and unique personal histories, with the tasks and content of learning." (2004, p.3) Education must adapt to the new learner who is technology savvy, and who has a large base of knowledge about subject matter presented in today's classroom. Educators must attempt to integrate prior knowledge with new content and to integrate activity-based learning activities into planning for instruction of learners so that learner will retain the information rather than simply lose the information, which is the result of rote memorization of subject matter.