Learning Strategies to Activate Schemas and Prior Knowledge

What is a Schema?

A schema is a mental framework or concept that helps us organize and interpret information. Imagine it as a mental filing system that stores all our experiences and knowledge. Schemas allow us to make quick decisions based on what we already know. However, while they help us navigate the world, they can also cause us to overlook important details, especially if they do not match our pre-existing beliefs. This can lead to errors, such as reinforcing stereotypes or making it harder to accept new ideas.

Characteristics of Schemas

1. Schemas are dynamic: They change and grow based on new experiences. For example, as we learn more about a topic, our understanding deepens and becomes more flexible.
2. Schemas influence interpretation: They guide how we process new information, often shaping our reactions and thoughts.
3. Schemas store both declarative and procedural knowledge: Declarative knowledge refers to facts (e.g., knowing that the capital of France is Paris), while procedural knowledge involves knowing how to perform tasks (e.g., knowing how to ride a bike without being able to explain every movement).
4. Schemas help us make assumptions: When communicating, we often assume that others share our basic knowledge, which can help us communicate more efficiently.

Historical Background

The concept of schemas was first introduced by British psychologist Frederic Bartlett. His learning theory suggested that our understanding of the world is shaped by abstract mental structures. Later, Jean Piaget, a famous Swiss developmental psychologist, popularized the term schema. Piaget viewed schemas as both the knowledge categories we form and the process by which we acquire new knowledge. He believed that people are constantly adapting their schemas as they encounter new information.

How Schemas Change

Schemas do not stay the same; they change over time through two processes: assimilation and accommodation.

• Assimilation happens when we incorporate new information into an existing schema. For example, if a child learns that a dog is a four-legged animal, they might initially think all animals with four legs are dogs. Later, they will learn that some four-legged animals are cats or horses.

• Accommodation occurs when existing schemas need to be adjusted or new schemas need to be created. For example, when the child realizes that not all four-legged animals are dogs, their schema of "dog" may change, or they may create a new category for "cats."

While children’s schemas are flexible and adapt easily, they can become more rigid as we grow older. Often, people will resist changing their schemas even when presented with evidence that contradicts them.

Applications of Schema Theory

In education, schema theory is used to improve learning, particularly in reading and writing. Understanding how students’ existing knowledge impacts their ability to understand new information can help teachers design better lessons. For example, a student who already knows how to ride a bike may learn how to ride a scooter faster than someone who has never ridden any two-wheeled vehicle. The prior knowledge of balance and movement in the first schema aids the learning of the second.

Schema theory also helps us understand how stereotypes affect our behavior. For instance, confirmation bias—the tendency to only seek out information that supports our beliefs—can strengthen stereotypes, making it harder to change our thinking.

How Schemas Affect Learning

Schemas play a vital role in the learning process. They influence how we engage with new information in several ways:

1. Schemas affect attention: We are more likely to notice things that match our existing schemas. For instance, someone interested in sports will likely pay more attention to news about sports than other topics.

2. Schemas impact learning speed: Learning is easier when new information fits into an existing schema. For example, a person who knows a lot about history may find it easier to learn about a new historical event than someone who has little background in the subject.

3. Schemas simplify the world: They help us categorize new information. For example, if we already know what a “birthday party” involves, we can quickly understand and react to new information related to a birthday party.

4. Schemas help us think quickly: When we encounter new information, our schemas allow us to process it automatically and without much effort. This is especially useful in fast-changing environments.

5. Schemas can distort new information: Sometimes, when new information doesn't fit with our existing schemas, we might misinterpret it. For instance, if a person has a schema that all dogs are friendly, they might misinterpret an aggressive dog’s behavior as friendly.

Why Understanding Schemas is Important for Educators

For educators, schema theory is critical when designing lessons and teaching students. As Richard Anderson stated, “The schemata a person already possesses are a principal determiner of what will be learned from a new text.” This means that the more background knowledge a student has, the easier it is for them to learn new things. Educators need to ensure that students have the prior knowledge to connect with new information, allowing them to build on their existing schemas.

Kirschner and Hendrick (2020) emphasize that “for optimal learning, new knowledge must be related to the knowledge that students have already acquired.” Therefore, teachers should assess students’ prior knowledge and use it as a foundation for introducing new concepts.

How to Check Students’ Prior Knowledge

Activating prior knowledge is a crucial step in helping students understand new information. By encouraging students to recall what they already know about a topic, teachers can help them make connections between old and new information. For example, if students are about to learn about ecosystems, a teacher might ask them about plants and animals they have encountered in their daily lives. This primes their schemas and helps them relate the new content to their existing knowledge.

When students are able to connect new material with prior experiences, they are more likely to understand and retain the information. This process can make learning more effective and engaging.

Conclusion

Schemas are essential for how we process and learn new information. They help us make sense of the world but can also limit our ability to learn if they are too rigid. Teachers can use schema theory to improve the learning experience by activating students’ prior knowledge, helping them build on what they already know, and guiding them through new concepts in a way that is easy to understand. Understanding schemas allows educators to promote better comprehension, retention, and application of new knowledge.

References

Anderson, R. C. (2002). Cognitive models in language and thought: Ideology and meaning. Lawrence Erlbaum Associates.

Hampson, S., & Morris, P. (1996). The role of schema theory in learning and memory. Memory and Cognition, 24(3), 315–322.

Kirschner, P. A., & Hendrick, C. (2020). How to make learning more efficient: Lessons from cognitive science. Educational Psychology, 55(1), 1-10.