Why it's important to develop students' subject-matter knowledge even in the internet age

Prior knowledge helps you think more effectively

Remembering key knowledge plays an important role in human memory and is related to cognitive load theory. Research shows that having deeply learned subject-matter knowledge in memory is significantly more effective than merely memorizing information superficially or knowing where to find it. Well-learned knowledge allows you to make decisions faster and more accurately, solve problems, and cope with new challenges, which emphasizes its importance in the educational process and professional activity.

Storing a significant amount of subject-matter knowledge in long-term memory helps conserve working memory resources when solving mental problems, which reduces cognitive load. A person with extensive knowledge in a given field is able to solve problems related to that field more quickly and accurately than a novice. Thus, the development and accumulation of knowledge play a key role in improving the effectiveness of thinking and problem solving.

To understand this effect, it is necessary to become familiar with the functioning of working memory. This is a system that allows you to maintain a certain amount of information in focus at a given time and actively use it to solve cognitive problems. Working memory plays a key role in concentrating and processing information, which facilitates effective task completion and decision making.

Working memory plays a key role in information processing, as it not only receives new information but also retrieves necessary data from long-term memory. This includes learned knowledge and experience that is relevant at the moment. Information in working memory is organized into cognitive schemas, which allow you to classify and logically connect various ideas, facts, and concepts. Thus, working memory ensures effective interaction between new information and existing knowledge, which promotes better understanding and retention of material.

When solving a mathematical problem, a student uses an algorithm they have already mastered. This algorithm represents knowledge stored in long-term memory. The specific conditions of the problem introduce new information, which is processed in the student's working memory. Thus, the problem-solving process involves the interaction between already known concepts and new data, which promotes a deeper understanding of the material and the development of analytical skills.

Source: Developing Curriculum for Deep Thinking. The Knowledge Revival

Human working memory has a limited capacity, meaning it can only hold and process a limited number of pieces of information at a time. Too much information creates a significant cognitive load, making it difficult to absorb and process. As a result, a person may experience difficulty understanding or perform tasks less effectively.

When solving cognitive tasks, having prior knowledge plays a key role. When a person needs to search for and recall information again, this requires significantly more working memory compared to a situation where the necessary data is quickly retrieved from long-term memory. Well-learned knowledge allows for faster information processing and increases task performance. Thus, developing and deepening prior knowledge is critical for successful solution of cognitive tasks.

In 2013, Russian researchers conducted an experiment that clearly illustrates an interesting idea. The study included two groups of participants: chemistry experts and people without special training. Participants were shown a chemical formula for 30 seconds and then had to reproduce it from memory after one minute. In the experiment, some formulas were real, while others were made-up combinations of chemical symbols that had no meaning. This study highlights how training level affects the ability to remember and reproduce information, as well as the perception of chemical formulas.

2NaCN + H2O + CO2 = Na2CO3 + 2HCN is a real formula.
2H + CNO2CNa2O: NaH3 + 2CCN2O is a fictitious formula.

Expert chemists are significantly more successful at reproducing real formulas compared to chemistry novices. However, when it comes to reconstructing a fictitious formula, the results of both groups of subjects are almost equal. This phenomenon can be explained by the fact that when working with fictitious formulas, there are no biases and previous experience that can influence the work of experts. In such cases, each group approaches the problem from scratch, which equalizes their chances of success. These results highlight the importance of creative thinking and adaptability in chemistry. In the first formula, chemists immediately recognized the chemical reaction: sodium cyanide (NaCN) reacts with water (H2O) and carbon dioxide (CO2), resulting in the formation of sodium carbonate (Na2CO3) and hydrocyanic acid (HCN). To reproduce the formula, experts did not memorize the symbols individually, but used their knowledge to decipher the sequence of symbols into understandable logical information, which makes the memorization process easier. In contrast, chemistry novices tended to memorize individual elements in a strict order, which made the task difficult. To successfully study chemical reactions, it is important to understand the basic patterns, which significantly facilitates the process of memorization and assimilation of the material. Experts encountered difficulties memorizing the non-existent formula, finding themselves in a similar position to novices. Since the sequence of symbols has no logical meaning, their prior knowledge was of no use in this context.

Reading is an important part of learning and personal growth. It promotes critical thinking, expands vocabulary, and improves writing skills. Immersing yourself in books not only allows you to gain new knowledge but also develops your imagination, which is especially beneficial for creativity. The selection of literature is diverse: from classic works to modern bestsellers. Every reader can find something to suit their tastes and interests. Regular reading helps strengthen your emotional state and can be an excellent way to relieve stress. Research shows that reading before bed can improve sleep quality and promote relaxation. Don't miss the opportunity to make reading an integral part of your life.

Not all prior knowledge is created equal

The authors of the book emphasize that forcing students to memorize large amounts of information is ineffective, as prior knowledge does not guarantee high academic achievement. For knowledge to be useful in the learning process, three key conditions must be considered.

Students need to study the formation of the Himalayas. Knowledge of mountain systems, tectonic plates, and the movement of continents is important for a deep understanding of this topic. However, unless students apply this knowledge in practice, it will be useless. Children often have limited cognitive strategies, which makes it difficult for them to activate the necessary knowledge at the right moment. Therefore, it is important for teachers to take on this task by using information retrieval methods to help students recall previously learned material and prepare them for new learning. This approach not only deepens understanding of the topic but also develops critical thinking skills in students, an important aspect of their educational process. When mentioning the lesson topic, a student may recall Everest and the Himalayas as the center of international mountaineering, as well as legends of the Yeti, who supposedly inhabit this region. However, these facts are irrelevant to the study of mountain range formation. As researchers emphasize, activating irrelevant knowledge not only does not facilitate learning but can actually complicate it by diverting mental resources from the main topic. Effective learning requires focusing on key aspects to better absorb the material and develop understanding of the subject.

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Funny stories in textbooks and from Teachers: How Entertainment Content Can Negatively Impact Learning

Teaching materials and teachers' stories often include humor and engaging stories that may seem captivating. However, excessive reliance on entertainment can distract students from the main topic and make it difficult to grasp key concepts. It's important to remember that the educational process requires concentration and a serious approach. When educational material is overflowing with jokes or anecdotes, this can lead to a superficial perception of the information and a decrease in interest in deeper study of the subject. Therefore, it is necessary to find a balance between entertainment and educational value to ensure effective learning and long-term comprehension of the material.

New information is more easily remembered when it is consistent with a person's past experiences and their beliefs about the world, and fits into existing cognitive schemas. If integrating new information requires restructuring these schemas, it requires significant mental effort and can hinder the memorization process. Effective knowledge acquisition depends on a person's ability to adapt their cognitive structures to new data, which emphasizes the importance of connections between the new and the already known.

Students may encounter difficulties when encountering geological terms such as "plate" or "mantle" because they are accustomed to other meanings and contexts of use for these words. However, as the authors of the textbook point out, if new knowledge sharply contradicts what was previously learned, it causes the effect of surprise and novelty, which contributes to better memorization of information.

The application and development of complex cognitive skills depends on the subject area

Teaching should not only provide students with specific knowledge, but also promote the development of complex cognitive skills, such as critical thinking, problem solving, and reading literacy. Can these skills be considered universal and developed independently of specific subjects? It would be convenient to develop critical thinking skills in schoolchildren and students, for example, in an isolated format, which they could use in both the sciences and the humanities, as well as in everyday life. However, the book's authors emphasize that this is impossible.

Cognitive research confirms that the thought processes and operations associated with human thinking are directly related to the content of thought, that is, the topic under discussion. This underscores the importance of the subject area for understanding how thoughts are formed and developed.

In a 1983 experiment, participants were given a task requiring lateral thinking. Participants were asked to imagine themselves as doctors treating a patient with a malignant tumor in the stomach. Surgery was impossible, and without treatment, the patient would die. The only treatment option was radiation therapy, in which multiple high-intensity beams could destroy the tumor but would also damage the healthy tissue they passed through. By reducing the radiation intensity, the damage could be avoided, but the effectiveness of the tumor treatment would be significantly reduced. Participants were tasked with finding a way to remove the patient's tumor using radiation without harming healthy tissue. This experiment clearly demonstrated the challenges medical professionals face in decision-making and the importance of creative approaches to treating complex diseases.

Within the allotted time, less than 10% of participants completed the task. Before making their decision, the second group was asked to read a story about a military leader planning to capture an enemy fortress. The fortress is located in the center of the country, and several mined roads lead to it, making it impossible for an entire army to advance—only a small detachment can pass. The military leader decided to divide the army into detachments and send them along different routes so that they would reach the fortress simultaneously. This strategy is analogous to the optimal solution in medicine: by directing rays at a tumor not from a single direction, but from different directions, they meet at a predetermined point. This approach emphasizes the importance of coordination and planning in complex situations, whether military operations or medical interventions.

Participants in the experiment who knew about the military leader should have been able to formulate the solution more easily, applying a similar way of thinking in a new context. However, the results showed the opposite: only 30% of subjects in the second group were able to notice the connections and successfully solve the problem. This result underscores the importance of not only knowledge, but also the ability to apply it in different situations.

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In the third group of participants, the proportion of correct answers increased to 75%. This is due to the fact that the subjects were given a hint that the story about the military leader could help solve the medical problem. Thus, the participants were guided to search for analogies, which contributed to the improvement of their results.

The authors of the book argue that the main difficulties lie not in the application of cognitive skills and strategies in new situations, but in the fact that people most often focus on the external aspects of the problem, ignoring its internal structure. In order to recall an appropriate solution method and understand its applicability in a specific situation, knowledge and examples from a given subject area are necessary. This implies a certain preparation and training on specific patterns, which is the key to successful problem solving.

Difficulties most often arise when solving problems where the path to the answer is not obvious and a critical thinking, analysis, and often a creative approach are required. In such situations, subject knowledge can significantly facilitate the process of finding a solution, as it allows you to free up working memory resources. Even if a new problem is significantly more complex than those the student has previously encountered, the acquired knowledge remains useful. For example, they can recall various methods used for simpler problems and combine them into a new, comprehensive solution. Thus, accumulated experience and knowledge become important tools in solving more complex problems.

Subject knowledge plays a key role in the application of thinking strategies. For example, doctors use similar algorithms when working with patients, starting with symptom assessment and ending with differential diagnosis and making a clinical diagnosis. However, a neurologist will not be able to accurately identify cardiac problems in a patient as well as an experienced cardiologist. This underscores the importance of specialized knowledge in medicine for achieving accurate results in diagnosis and treatment.

The authors note that there are situations in learning where a "problem-solving first, then theoretical knowledge" approach is effective. For example, instead of setting a specific goal for students, such as "Find the speed of a car," they provide the conditions and encourage them to explore all possible variables. This will allow students to independently explore the assigned spectrum, rather than following a prescribed algorithm. After such exploration, theoretical material can be presented and reinforced with additional practical tasks. This method promotes a deeper understanding of the topic and active involvement of students in the learning process.

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The optimal approach to learning: first theory or The question of whether theory or practice is more important in learning is a contentious one. Some experts recommend starting with theory to establish a solid foundation of knowledge that students can draw on when solving practical problems. This allows for a better understanding of key concepts and principles. On the other hand, some argue that introducing practical applications of knowledge through problems from the very beginning can increase interest and motivation for learning. By solving real-world problems, students can more quickly grasp the material and see its applicability to real-life situations. An ideal approach might be a combination of both methods. Beginning with a brief overview of the theory, you can immediately offer a practical task based on the material covered. This approach promotes deeper understanding and retention of knowledge, and also develops critical thinking and problem-solving skills.

Ultimately, the optimal strategy depends on the characteristics of the subject matter, the students' level of preparation, and the learning goals.

Prior Knowledge Determines the Depth of Reading Comprehension

Reading literacy, according to the model developed by psychologist Hollis Scarborough and her colleagues in 2009, includes many interrelated skills and components. These elements can be roughly divided into two main categories. The main goal of this model is to emphasize the importance of an integrated approach to the development of reading skills, which allows for more effective assessment and improvement of literacy levels. The division into categories helps to highlight key aspects, such as phonemic awareness, vocabulary, and text analysis and interpretation skills. Reading literacy is an important indicator of the educational process and directly affects an individual's ability to understand and use information in various contexts.

Word recognition includes phonological awareness (the ability to recognize sounds and syllables), decoding (the relationship between letters and sounds), and visual recognition of familiar words;
Language comprehension consists of background knowledge, vocabulary, mastery of language structures (syntax, semantics), verbal thinking (understanding literal and figurative meanings), and knowledge of literature.

Word recognition is a key element of reading fluency. As skills develop, the student begins to use them more and more automatically. At the same time, language comprehension requires a strategic and conscious approach to using these skills. The synergy of these two aspects contributes not only to reading fluency but also to a deeper understanding of the text read. Developing both skills together ensures more effective perception of information and improves overall literacy.

Knowledge is the foundation of reading literacy and encompasses all its aspects. At the basic level, it's important to understand the relationship between sounds and letters, as well as to form strong connections in memory between the pronunciation, spelling, and meaning of words. This contributes to the development of reading and writing skills, which are key to successful language acquisition. Vocabulary plays a key role in the reading process. Research shows that for a basic understanding of a text, a reader needs to know approximately 95% of the words, and for a deep understanding, 98%. At first glance, this doesn't seem like a serious problem, since many meanings of unfamiliar words can be deduced from context, and, if necessary, they can be quickly clarified using online resources. However, each encounter with a new word distracts the reader, shifting their attention to searching for the meaning or trying to guess it. This distraction negatively impacts comprehension, increasing the time it takes to comprehend it and the perceived difficulty. Therefore, expanding one's vocabulary is an important task for anyone seeking a deeper understanding and better perception of information. Vocabulary depth plays a key role in text comprehension, beyond its length. It's important not only to know the definitions of words but also to be able to associate them with various concepts. For example, if someone only knows scorpions by their appearance and associates their name with the terms "pincers" and "tail," their understanding will be limited. However, a more knowledgeable person might be able to recall words such as "predator," "desert," "sting," and "venomous," broadening their understanding of scorpions. How does this relate to reading? A deep vocabulary allows the reader to "read between the lines," using their knowledge and associations to perceive the implied meaning. This is especially important when the author of the text implies information, believing the reader doesn't need further explanation. Thus, developing vocabulary and the ability to establish connections between words significantly improves reading comprehension and perception.

Knowledge is perceived not only through individual words but also through the overall meaning of the text. According to the constructive-integrative model of text comprehension developed by Walter Kintsch and Toen Adrianus van Dijk, when reading, readers extract propositions from the text—meaningful units that reflect facts and relationships. This model emphasizes the importance of the interaction between individual text elements and their contribution to overall understanding. Understanding a text requires the active participation of the reader, who analyzes and interprets information based on their experience and context.

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Sentences are formed into a network of key ideas within the text. This network is linked to the known context, as well as the reader's personal knowledge and experience, allowing for the information to be "edited" and refined. As a result, a model of the situation is created, representing an understanding of what the text is saying.

A person does not simply passively perceive information; rather, they actively construct it based on the knowledge stored in long-term memory. The more reliable and relevant information a reader has, the deeper their understanding of the text. This emphasizes the importance of prior learning and knowledge accumulation for effective reading and interpretation. High-quality comprehension reading is directly related to the reader's level of preparedness and awareness.

A 2021 research review shows that elementary school students with high levels of comprehension have better reading comprehension than their peers with low comprehension. This is true for both easy and struggling readers. In the first case, knowledge deepens understanding of the text, and in the second, it partially compensates for the lack of reading skill, which emphasizes the importance of education and knowledge development at the initial stages of education.

To develop reading comprehension skills in schoolchildren, teachers can use specific strategies. Such methods include creating diagrams of the connections between the ideas of the text, writing summaries, and formulating questions about the text, such as “Who? What? Where? When? Why?” Meta-analyses confirm that teaching these methods improves text comprehension in young students. However, these same studies revealed an unexpected fact: regardless of the number of lessons devoted to teaching—whether 5 or 50—the level of comprehension did not change. This suggests that the initial positive effect of training exists, but over time it reaches a plateau, which emphasizes the need to develop more effective approaches to teaching reading skills.

A recent meta-analysis confirmed previous research, identifying the optimal combination of teaching methods for improving text comprehension. An effective approach is to use basic thinking strategies, such as identifying the key idea and structure of the text, and retelling it. It is important to complement these strategies with teaching contextual knowledge of the topic, which promotes deeper assimilation of information.

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Why it's important to develop students' subject-matter knowledge even in the internet age

Contents:

Prior knowledge helps you think more effectively

Not all prior knowledge is created equal

The application and development of complex cognitive skills depends on the subject area

Prior Knowledge Determines the Depth of Reading Comprehension