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 highlights the importance of considering the cognitive abilities and limitations of the learner in order to facilitate effective learning and retention of new information. According to the principle, it is important to ensure that the viewer has the necessary knowledge to extract and interpret the information in the display. This is because viewers can only interpret a display if it is built on appropriate information they have already stored in memory (Kosslyn 2006). A display is most effective when it is pitched at the appropriate level for its users and makes use of the knowledge that they already have. In the field of education, the principle of appropriate knowledge is often used to guide the design of instructional materials and learning experiences. For example, educators may use this principle to determine the most effective ways to present new information to students, or to identify strategies for breaking down complex concepts into more manageable chunks.

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.

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

Design Implications

In following The Principle of Appropriate Knowledge, designers should provide learners with necessary and appropriate knowledge is capable of facilitating learning.

The information provided to learners should possess the following qualities:

1. Relevance: It is important to ensure that the information being presented is relevant and necessary for the learners' current goals or needs. This can involve tailoring the content to the learners' interests and backgrounds, and ensuring that it is aligned with their current level of understanding.

2. Ease of understanding: The information should be presented in a way that is easy to understand, using clear language and avoiding jargon. This can involve using visual aids such as diagrams or charts, and breaking complex information down into smaller, more manageable chunks.

3. Feedback and practice: Providing learners with appropriate feedback and opportunities to practice applying new information can facilitate learning and improve performance. This can involve providing learners with worked examples to study, or offering quizzes or other assessments to help them practice and apply what they have learned.

Here are a few examples of what the application of the Principle of Appropriate Knowledge in education look like:

1. Differentiating instruction: When teaching a group of students with diverse backgrounds and knowledge levels, it is important to consider the existing knowledge of each student and to present the material in a way that is appropriate for their specific needs and abilities. This might involve providing different levels of support or scaffolding, or adapting the material to fit the needs of individual students.

2. Using real-world examples: When teaching abstract concepts or ideas, it can be helpful to use real-world examples or scenarios that are relevant and familiar to the students. This can help students better understand the concepts and apply them to their own experiences.

3. Providing background knowledge: When introducing new information or concepts, it is often helpful to provide students with some background knowledge or context that will help them better understand the material. This might involve reviewing related concepts or providing historical or cultural context.

4. Encouraging higher-order thinking: When teaching complex material, it can be helpful to encourage students to use their existing knowledge and skills to think critically and creatively about the material. This might involve posing open-ended questions or challenges, or encouraging students to make connections between different concepts and ideas.

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. Accounting 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. There isn't an universal approach of providing the appropriate level of knowledge to every learner. What works 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.