The Magic of “Prerequisite Knowledge” in Meaningful Learner Engagement


Topics learned in different science subjects are related. Some concepts
are built from one to another starting at a lower level to a more
advanced level in education. Many teachers experience frustration
when they take time to plan for a lesson only to go to class and struggle
engaging learners in the lesson activities. In my reflective practice from
my experiences, I have found that prerequisite knowledge is vital if
learners are to be fruitfully engaged in lesson activities. For example, I
realised that learners could not do activities on the preparation of molar
solutions taught in chemistry Form Three because they lacked
knowledge of chemical formulae, taught at Form Two. When I planned
the lesson on Molar solutions and integrated a revision of chemical
formulae, I noted that the students were engaged and participated
actively in the lesson.