title: The relevance of prior knowledge in learning and instructional design.
abstract: OBJECTIVE
  To determine how different types of prior knowledge (declarative and procedural) impact student achievement and how prior-knowledge assessment can be used as an instructional design tool.
  
  
  METHODS
  A questionnaire was developed based on the prior-knowledge model, which distinguishes between declarative and procedural knowledge. One hundred fifteen pharmacy students were tested prior to beginning 4 successive basic science courses and then prior to beginning a pharmaceutical chemistry course. Regression analysis was used to determine which type of knowledge was the best predictor of student achievement. The 4 course instructors were interviewed and their comments analyzed.
  
  
  RESULTS
  Prior knowledge from previous courses significantly influenced student achievement. Procedural knowledge was especially related to student achievement. Instructors and students had mainly positive reactions towards the prior-knowledge tests.
  
  
  CONCLUSIONS
  Students' prior knowledge should be taken into consideration in instructional design and curriculum planning. Furthermore, the results of prior-knowledge assessments may be used as a tool for student support in addressing areas of deficiency.
authors.affiliation: University of Helsinki, Helsinki, Finland. sari.lindblom-ylanne@helsinki.fi
authors.forename: Telle
authors.initials: T
authors.lastname: Hailikari
authors.forename: Nina
authors.initials: N
authors.lastname: Katajavuori
authors.forename: Sari
authors.initials: S
authors.lastname: Lindblom-Ylanne
mesh_terms: D002626:Chemistry, Pharmaceutical / Q000193:education; D003162:Competency-Based Education; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D005387:Finland; D006801:Humans; D007858:Learning; D008297:Male; D012044:Regression Analysis; D013339:Students, Pharmacy; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*