Students learn more effectively when they already know something about a content area and when concepts in that area mean something to them and to their particular background or culture. When teachers link new information to the student's prior knowledge, they activate the student's interest and curiosity, and infuse instruction with a sense of purpose. Alice Moses, Program Director of the National Science Foundation, talks about the importance of building on children's prior knowledge by incorporating hands-on experiences in science instruction. Prior knowledge acts as a lens through which we view and absorb new information. It is a composite of who we are, based on what we have learned from both our academic and everyday experiences.
Students learn and remember new information best when it is linked to relevant prior knowledge.
Alice Moses, Program Director of the National Science Foundation, calls on students' prior knowledge during a third-grade science lesson on magnetism. Prior knowledge influences how the teacher and students interact with the learning materials as both individuals and a group. Teachers can use class discussions and graphic organizers to activate and illustrate students' prior knowledge. Teachers also can use prior knowledge to make instruction more meaningful. As the world changes, students must learn to understand and appreciate the experiences and contributions of people from different backgrounds.