The Landscape of Research on Prior Knowledge and Learning: A Bibliometric Analysis

Autor/inn/en	Bittermann, André; McNamara, Danielle; Simonsmeier, Bianca A.; Schneider, Michael
Titel	The Landscape of Research on Prior Knowledge and Learning: A Bibliometric Analysis
Quelle	In: Educational Psychology Review, 35 (2023) 2, Artikel 58 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bittermann, André) ORCID (Simonsmeier, Bianca A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09775-9
Schlagwörter	Prior Learning; Transfer of Training; Educational Research; Cognitive Processes; Informal Education; Nonformal Education; Educational Environment; Educational Theories; Learning Processes; Research Reports; Research Needs; Language + Suchen Sie Ihr Suchwort? Vorkenntnisse; Training; Transfer; Ausbildung; Bildungsforschung; Pädagogische Forschung; Cognitive process; Kognitiver Prozess; Informelle Bildung; Nichtformale Bildung; Non-formal education; Non formal education; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational theory; Theory of education; Bildungstheorie; Learning process; Lernprozess; Research report; Forschungsbericht; Forschungsbedarf; Languages; Sprache
Abstract	Understanding the role of prior knowledge in human learning is essential for predicting, improving, and explaining competence acquisition. However, the size and breadth of this field make it difficult for researchers to glean a comprehensive overview. Hence, we conducted a bibliometric analysis of 13,507 relevant studies published between 1980 and 2021. Abstracts, titles, and metadata were analyzed using text mining and network analysis. The studies investigated 23 topics forming five communities: Education, Learning Environments, Cognitive Processes, Nonacademic Settings, and Language. The investigated knowledge was diverse regarding its types, characteristics, and representations, covering more than 25 academic and non-academic content domains. The most frequently referenced theoretical backgrounds were the 3P Model, Cognitive Load Theory, and Conceptual Change approaches. While our results indicate that prior knowledge is a widely used cross-sectional research topic, there remains a need for more integrative theories of when and how prior knowledge causally affects learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01