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Does prior domain-specific content knowledge influence students' recall of arguments surrounding interdisciplinary
Hiemke K Schmidt1, Martin Rothgangel2, Dietmar Grube3
1GRK 1195, University of Göttingen, Germany.
Journal of Adolescence
|October 15, 2017
Summary
Prior knowledge in specific domains aids students in recalling arguments on complex topics, regardless of their general knowledge or interest. This finding is crucial for understanding how students engage with and debate interdisciplinary subjects.
Area of Science:
- Educational Psychology
- Bioethics
- Cognitive Science
Background:
- Students often accumulate knowledge for debates, but the impact of prior knowledge on recalling arguments for complex topics is unclear.
- Effective argumentation requires recalling specific points and counterpoints, especially in interdisciplinary fields.
Purpose of the Study:
- To investigate whether prior knowledge facilitates argument recall in complex, interdisciplinary topics.
- To determine the influence of domain-specific prior knowledge, general knowledge, and interest on argument recall.
Main Methods:
- 277 German students (approx. 15 years old) were assessed for prior knowledge, interest, and general knowledge related to a bioethical topic.
- Students read a text on prenatal diagnostics and were tested on argument recall one week and six weeks later.
Main Results:
- Prior knowledge in individual domains related to the bioethical topic significantly improved argument recall.
- The positive effect of prior knowledge on argument recall was independent of students' interest in the topic and their general knowledge.
Conclusions:
- Domain-specific prior knowledge is a key factor in students' ability to recall arguments on complex, interdisciplinary subjects.
- Educational strategies should consider fostering domain-specific knowledge to enhance students' argumentation skills in complex discussions.