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Peer reviewedSchwartz, Daniel L.; Bransford, John D. – Cognition and Instruction, 1998
Three studies evaluated a method for developing prior-knowledge structures that prepares students to learn from a text or lecture. Findings indicate that there is a place for lectures and readings in the classroom if students have sufficiently differentiated domain knowledge to use the expository materials in a generative manner. (TJQ)
Descriptors: College Students, Comprehension, Higher Education, Knowledge Level
