Resumo

ROSA, Gustavo Danicki Aureliano  e  GALVAO, Afonso Celso Tanus. Differences in prior knowledge and learning procedures: interactions between expertise level and learning. Acta Scientiarum. Education [online]. 2017, vol.39, n.3, pp.319-328. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v39i3.27902.

This qualitative and exploratory research analyzed how prior knowledge may influence the learning processes. The research was conducted through the analysis of learning procedures carried out by individuals using material with content they master and material content they do not master. Six participants were interviewed individually at length on the ways in which they related to both texts. Results suggest that prior consolidated knowledge is a major influence on learning process, affecting information recognition, learning speed, participants’ metacognitive capacity, the need of informational support to maintain learning process and aspects of instructional support regarding formal teaching situations. In addition, results indicate the importance of teaching actions, especially the diagnostic facet of learning evaluation, to improve learning opportunities to learners reach a mastery level.

Palavras-chave : Cognitive Processes; Instruction; Education; Cognitive Sciences.

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