Diagramming Prior Knowledge in the Classroom
Session Abstract
Why a Diagram is (Sometimes) Worth Ten Thousand Words (Larkin and Simon,1987) is a seminal article in cognitive science. This presentation describes the history, background, and development of a novel abstract diagram elicitation protocol (draw aloud protocol) based on diagram research in adult learning at Virginia Tech (ALHRD Program).
Target Audience
This presentation is applicable for anyone interested in the design, application, and outcomes related to abstract diagram use and the elicitation of prior knowledge in the classroom.
Session Description
Cognitive science and the learning sciences are quickly converging to make visible the underlying unconscious cognitive processes that illuminate how humans learn to search for information, recognize patterns, and make inferences about experiences in the real world. This session describes a novel elicitation protocol designed to accelerate the ability of students and teachers to engage prior knowledge in the classroom and quickly develop scaffolding strategies for building core conceptual foundations upon which new learning can take place.