Principle of Appropriate Knowledge

Overview

The Principle of Appropriate Knowledge states that people are more likely to learn and retain new information if it is presented in a way that is appropriate for their level of knowledge and expertise. It is important to ensure that the viewer has the necessary knowledge to extract and interpret the information in the display (Kosslyn 2006).

Evidence

A study by Sweller, van Merriënboer, and Paas (1998) was conducted to investigate the effects of appropriate background knowledge and worked examples on learning and performance. In the study, participants were divided into two groups. One group was given appropriate background knowledge before being asked to solve a series of problems that required the application of provided knowledge. The other group was not provided with any background knowledge before being asked to solve the same set of problems. The researchers found that the group that was provided with appropriate background knowledge performed significantly better on the problem-solving tasks.

The researchers also found that when learners were given worked examples to study, they performed better on tasks that required the application of new information. Worked examples are step-by-step explanations of how to solve a problem which provide learners with a concrete understanding of how to apply new information. The researchers found that when learners were given worked examples to study, they were able to solve problems more quickly and accurately than when they were not given any examples to study.

Overall, this study suggests that providing learners with appropriate background knowledge and worked examples can facilitate learning and improve performance on tasks that require the application of new information

Challenges

1. Determining the appropriate level of knowledge: One challenge of the principle of appropriate knowledge is determining the appropriate level of knowledge for a given audience. This can be difficult as the knowledge and understanding of each independent individual can vary widely. Assigning the appropriate level of knowledge to a group of individuals with similar characteristics can lead to inaccuracy. Even within the same group of people with identical characteristics, such as children in the age of 6-12, the appropriate level knowledge for each individual can be significantly different from another individual.

2. Account for individual differences: Another challenge of the principle of appropriate knowledge is accounting for individual differences in learning and retention. People have different learning styles and preferences, and what may work for one person may not work for another.

3. Staying current: Another challenge of the principle of appropriate knowledge is staying current with changes in knowledge and understanding. As people's knowledge and understanding change over time, what may have been appropriate at one point may no longer be appropriate at a later point.

References

1. Kosslyn, S. M. (2006). Graph design for the eye and mind. https://doi.org/10.1093/acprof:oso/9780195311846.001.0001

2. Sweller, J., van Merrienboer, J.J., & Paas, F. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review.