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A holistic approach to activate and enhance prior knowledge of tertiary learners in the upcoming lectures of calculus

Learners’ prior knowledge is essential for effective learning to take place. It interacts closely with phases of mathematical problem solving process. As the result of it, tertiary learners with appropriate prior knowledge are more receptive to understand abstract concepts, definitions and principle...

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Main Authors: Yeoh, Hong Beng, Md. Yunus, Aida Suraya
Format: Article
Language:English
Published: IDOSI Publications 2013
Online Access:http://psasir.upm.edu.my/id/eprint/44362/1/A%20holistic%20approach%20to%20activate%20and%20enhance%20prior%20knowledge%20of%20tertiary%20learners%20in%20the%20upcoming%20lectures%20of%20calculus.pdf
http://psasir.upm.edu.my/id/eprint/44362/
https://www.idosi.org/wasj/wasj21(am)2013.htm
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spelling my.upm.eprints.443622020-07-10T01:52:16Z http://psasir.upm.edu.my/id/eprint/44362/ A holistic approach to activate and enhance prior knowledge of tertiary learners in the upcoming lectures of calculus Yeoh, Hong Beng Md. Yunus, Aida Suraya Learners’ prior knowledge is essential for effective learning to take place. It interacts closely with phases of mathematical problem solving process. As the result of it, tertiary learners with appropriate prior knowledge are more receptive to understand abstract concepts, definitions and principles of University Calculus as well as their applications in modeling and solving the physical and engineering problems. This paper provides the instructor with a framework to implement pre-lecture instruction holistically so that learners’ required prior knowledge is activated and strengthened before they attend the upcoming lectures. Based on human cognitive information processing model and experiential learning theory, the approach facilitates sensing the reviewed knowledge of University Calculus by adapting learner’s learning preferences. Then, the knowledge is to be integrated with the learner’s prior knowledge and past experience for meaningful learning to take place. It is further extended by drill and practice over its wider range of relevant applications. Consequently, a concept map of the knowledge is created and stored in the learners’ long term memory. The concept map will be activated whenever the prior knowledge is required for new learning to occur. Ultimately, this approach facilitates learner’s reflective, deep and meaningful learning in the upcoming lectures of University Calculus. IDOSI Publications 2013 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/44362/1/A%20holistic%20approach%20to%20activate%20and%20enhance%20prior%20knowledge%20of%20tertiary%20learners%20in%20the%20upcoming%20lectures%20of%20calculus.pdf Yeoh, Hong Beng and Md. Yunus, Aida Suraya (2013) A holistic approach to activate and enhance prior knowledge of tertiary learners in the upcoming lectures of calculus. World Applied Sciences Journal, 21. pp. 156-161. ISSN 1818-4952; ESSN: 1991-6426 https://www.idosi.org/wasj/wasj21(am)2013.htm 10.5829/idosi.wasj.2013.21.am.21139
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description Learners’ prior knowledge is essential for effective learning to take place. It interacts closely with phases of mathematical problem solving process. As the result of it, tertiary learners with appropriate prior knowledge are more receptive to understand abstract concepts, definitions and principles of University Calculus as well as their applications in modeling and solving the physical and engineering problems. This paper provides the instructor with a framework to implement pre-lecture instruction holistically so that learners’ required prior knowledge is activated and strengthened before they attend the upcoming lectures. Based on human cognitive information processing model and experiential learning theory, the approach facilitates sensing the reviewed knowledge of University Calculus by adapting learner’s learning preferences. Then, the knowledge is to be integrated with the learner’s prior knowledge and past experience for meaningful learning to take place. It is further extended by drill and practice over its wider range of relevant applications. Consequently, a concept map of the knowledge is created and stored in the learners’ long term memory. The concept map will be activated whenever the prior knowledge is required for new learning to occur. Ultimately, this approach facilitates learner’s reflective, deep and meaningful learning in the upcoming lectures of University Calculus.
format Article
author Yeoh, Hong Beng
Md. Yunus, Aida Suraya
spellingShingle Yeoh, Hong Beng
Md. Yunus, Aida Suraya
A holistic approach to activate and enhance prior knowledge of tertiary learners in the upcoming lectures of calculus
author_facet Yeoh, Hong Beng
Md. Yunus, Aida Suraya
author_sort Yeoh, Hong Beng
title A holistic approach to activate and enhance prior knowledge of tertiary learners in the upcoming lectures of calculus
title_short A holistic approach to activate and enhance prior knowledge of tertiary learners in the upcoming lectures of calculus
title_full A holistic approach to activate and enhance prior knowledge of tertiary learners in the upcoming lectures of calculus
title_fullStr A holistic approach to activate and enhance prior knowledge of tertiary learners in the upcoming lectures of calculus
title_full_unstemmed A holistic approach to activate and enhance prior knowledge of tertiary learners in the upcoming lectures of calculus
title_sort holistic approach to activate and enhance prior knowledge of tertiary learners in the upcoming lectures of calculus
publisher IDOSI Publications
publishDate 2013
url http://psasir.upm.edu.my/id/eprint/44362/1/A%20holistic%20approach%20to%20activate%20and%20enhance%20prior%20knowledge%20of%20tertiary%20learners%20in%20the%20upcoming%20lectures%20of%20calculus.pdf
http://psasir.upm.edu.my/id/eprint/44362/
https://www.idosi.org/wasj/wasj21(am)2013.htm
_version_ 1672612202441342976
score 13.211869

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