The Missing Piece
Enactment in Revealing and Redirecting Student Prior Knowledge Can Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?
Description:... Research in cognitive science demonstrates that enactment is beneficial for encoding new information and retrieving prior knowledge. This study highlights the reciprocal relationship between enactment and prior knowledge as it benefits both teachers and learners. This thesis argues that enactment can be used to gain insight into students' prior knowledge in a way that verbal assessment may not. This thesis also argues that an enacted lesson informed by student prior knowledge will lead to greater learning than an enacted lesson not informed by prior knowledge. Sample lessons of both conditions are included. Results of this study have implications in the fields of education and educational research. This introductory study provides a basis for future studies involving but not limited to the topics of enactment and affect, enactment in learning and enactment in assessing prior knowledge.
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