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Peer reviewedReigeluth, Charles M. – Instructional Science, 1983
New knowledge is made meaningful by relating it to prior knowledge. Although meaningfulness usually relates new knowledge to prior superordinate knowledge, arbitrarily meaningful knowledge, coordinate, subordinate, and analogic ideas, experiential knowledge, and cognitive strategy also facilitate learning. Optimization of prior knowledge is done…
Descriptors: Cognitive Objectives, Cognitive Processes, Educational Research, Epistemology
