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Leveraging Prior Knowledge Activation in Learning Expertise Transformation

This study explores how learner expertise influences the activation of prior knowledge to self-construct learning and reinforce external representations. The research involves high school and higher education students, with factors such as note taking, level of prior knowledge, and activation strategies. Results aim to shed light on optimizing learning processes through prior knowledge activation.

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Leveraging Prior Knowledge Activation in Learning Expertise Transformation

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  1. Prior Knowledge Activation as a Function of Learner ExpertiseSandra Wetzelsa, Liesbeth Kestera, and Jeroen van MerriënboerbaCentre for Learning Sciences and TechnologiesbNetherlands Laboratory for Lifelong Learning Prompting external representations Level of prior knowledgePrior knowledge activation Learning self-construct facilitate Reinforcing external representations

  2. Study 1 Participants: high school students Design: 2 x 2 factorial design with factors note taking (yes, no) and level of prior knowledge (lower, higher) Results: Study 2 Participants: high school students and students from higher education Design: 2 x 2 factorial design with factors note taking (yes, no) and prior knowledge activation strategy (mobilisation, perspective taking), level of prior knowledge as continuous variable Results: to-be-analysed Studies

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