B. Cummins, E. Rich, & S. Robinson CEPD 6101 – Fall /17/2012

Schema theory is also know as Cognitivism

Information Processing Information Mapping Scaffolding Mental Models Symbol Manipulation

1926 Piaget – Cognitive Theory 1930’s Frederic Bartlett 1977 R.C. Anderson - educational

Advance organizers Analogies and comparisons Schema signals Cultural references Mental models

Accretion – adding new information to existing schema Tuning – Modifying existing schema by enhancing with new ideas Restructuring – the creation of entirely new schema Mental Models – the schemata that represent one’s knowledge about specific matter, but also include ideas of task demands and performances.

Activating background knowledge Schemata Scaffolding

1930’s: Frederic Bartlett introduced the Schema Theory. 1970’s: Marvin Minsky reintroduced the schema construct by applying it to computer science. 1973: Bransford and Johnson discovered that schema has a strong effect on reading comprehension. 1977: Richard Anderson introduced schema theory in education.

1980’s: Roger Schank and Robert Abelson developed the script construct to aid in the explanation of using schema to enhance reading comprehension. 1980: David Rumelhart expanded on Minsky’s application of schema in computer science, and included it in psychology, more specifically in the mental representation of complex knowledge. 1980: Charles Hacker furthered the idea of using Schema Theory in the classroom.

1996: Carr and Thompson found that students need help students recall their prior knowledge in a subject area to help them use it to learn new information. 2000: William Brewer continued research on schema’s impact on learning and psychology.

Education-Reading Comprehension and Problem Solving Psychology-Memory Recall

References Conrad, L. (2008). Put thinking to the test. Portland, ME, USA: Stenhouse Publisher. Dahlin, B. (2001). Critique of the Schema Concept. Scandinavian Journal Of Educational Research, 45(3), doi: / DiCecco, V. M., & Gleason, M. M. (2002). Using graphic organizers to attain relational knowledge from expository text. Journal of Learning Disabilities, 35(4), Retrieved from ?accountid= Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA, USA: Pearson Education, Inc. Gholson, B., & Craig, S. D. (2006). Promoting Constructive activities that support vicarious learning during computer-based instruction. Educational Psychology Review, 18(2), doi: /s

References – continued Kiewra, K. A., Mayer, R. E., Dubois, N. F., Christensen, M., & al, e. (1997). Effects of advance organizers and repeated presentations on students' learning. The Journal of Experimental Education, 65(2), Retrieved from search.proquest.com/docview/ ?accountid= Little, D. C., & Box, J. (2011). The use of a specific Schema Theory Strategy-semantic mapping-to facilitate vocabulary development and comprehension for at-risk readers. Reading Improvement, 48(1), McGregor, T. (2007). Comprehension connections: bridges to strategic reading. Portsmouth, NH, USA: Heinemann. McVee, M. B., Dunsmore, K., & Gavelek, J. R. (2005). Schema Theory revisited. Review Of Educational Research, 75(4), Nichols, J. D. (2002). Schema Theory: A new twist using Duplo models. Teaching of Psychology, 29(2),

References – continued Rance-Roney, J. (2010). Jump-starting language and schema for English-Language Learners: Teacher-composed digital jumpstarts for academic reading. Journal Of Adolescent & Adult Literacy, 53(5), Stahl, N. A. (2006). Strategic reading and learning, theory to practice: An interview with Michele Simpson and Sherrie Nist. Journal Of Developmental Education, 29(3),