Is Prior Knowledge of Subject Matter More Important to the Development and Use of Meaningful Learning Skills?

Abstract

In this paper I question the influence of prior subject‐matter knowledge on the useful application of meaningful learning strategies. (Meaningful learning strategies are those aimed at, for example, interrelating new knowledge with previous knowledge, as distinct from rote strategies aimed at rote learning new knowledge ‐‐ Biggs, 1982.) In doing this I will summarize how I have seen the development of study skills programmes in recent years and note the research base from which these programmes have been developed. I will then outline briefly the results of some of my own work on the interaction between prior subject‐matter knowledge and learning strategies as they affect student achievement. Finally, I will argue for a reconsideration of such issues as subject prerequisites, bridging courses, etc. when one is planning and implementing study skills programmes.