Understanding Schema Theory in Education

Before getting started, let’s quickly review what schema theory is all about:

Introduction

Schema theory is an interesting cognitive psychology concept that explains how organized knowledge is represented in our incredible minds.

Developed by Sir Frederic Bartlett and refined by R.C. Anderson, schema theory proposes that an individual’s understanding of the world is an elaborate network of abstract mental structures called schemata. These schemata are an effective and powerful tool for understanding the intricate world around us, organizing and improving current knowledge, and providing a framework for future understanding.

In this article, we will explore the key principles of schema theory and its relevance to teaching reading and listening skills, particularly in the field of English language teaching.

What is schema theory?

Schema theory is a cognitive theory that explains how individuals use their prior knowledge and experiences to make sense of new information.

The theory contends that our perception of the world is established on a system of abstract mental structures referred to as schemata. These schemata enable us to efficiently and effectively process new information by providing a foundation for interpretation.

In the domain of education, particularly in reading and listening skills, schema theory has significant implications. By building and activating schemata, comprehension is facilitated and meaningful learning is boosted.

Historical background of schema theory

Here is a brief historical background of schema theory:

• The concept of schemata was originally introduced into psychology and education by the British psychologist, Sir Frederic Bartlett, in his book “Remembering: A Study in Experimental and Social Psychology” published in 1932. 
• Bartlett rightly suggested that people use previous experiences and knowledge to make sense of new information and events. He called this process “schema”. He argued that it definitely helps individuals to organize, interpret, and make sense of the world around them. 
• The term “schema” was further developed by another outstanding psychologist, Jean Piaget, the Swiss psychologist who studied cognitive development in children. Piaget used the term to refer to mental structures that represent knowledge and understanding of the world.
• Later, the educational psychologist R. C. Anderson built on this work and developed the key concept of “script schema.” This refers to knowledge structures that guide our understanding of events and actions in a particular sequence. 
• Today, schema theory is an important framework for understanding cognitive processes and has useful and practical applications in fields such as education, artificial intelligence, and communication studies.

Year	Event
1932	British psychologist Sir Frederic Bartlett introduces the concept of schemata in his book “Remembering: A Study in Experimental and Social Psychology”
1952	Swiss psychologist Jean Piaget uses the term “schema” to refer to mental structures that represent knowledge and understanding of the world
1977	Educational psychologist R. C. Anderson develops the concept of “script schema,” which refers to knowledge structures that guide our understanding of events and actions in a particular sequence

Key principles of schema theory

Schema theory, a cognitive psychology concept developed by Sir Frederic Bartlett and refined by R.C. Anderson, proposes that organized knowledge is an elaborate network of abstract mental structures called schemata, which represent an individual’s understanding of the world.

Schemata are an effective tool for understanding the world and organizing current knowledge, which provides a framework for future understanding.

Thus, the use of schemata makes automatic processing an effortless task. People can quickly organize new perceptions into schemata and act effectively without effort.

Here are the key principles of schema theory

• Schema as abstract mental structures: Organized knowledge is represented by schemata, which are abstract mental structures that people use to understand the world.
• Use of schemata to understand the world: People use schemata to organize current knowledge and provide a framework for future understanding. The use of schemata makes automatic processing an effortless task.
• Importance of prior knowledge: Prior knowledge is a prerequisite for understanding new information. Learners build schemata and make connections between ideas to facilitate learning and enhance comprehension.
• Rapid organization of new perceptions: People can quickly organize new perceptions into schemata and act effectively without effort.
• Facilitation of learning through schemata building and connections: Learning is maximally facilitated and optimally made more meaningful when learners build schemata and make connections between ideas. Teachers can use schema activation, schemata building, and schemata adjustment techniques to enhance textual coherence and promote comprehension.
• Internal conflict and resistance to change: Internal conflict may arise when new information does not fit with existing schemata. People’s schemata have a tendency to remain unchanged, even in the face of contradictory information, which can make it difficult to change existing schemata.

Key Principles of Schema Theory	Explanation
Schema as abstract mental structures	Organized knowledge is represented by schemata, which are abstract mental structures that people use to understand the world.
Use of schemata to understand the world	People use schemata to organize current knowledge and provide a framework for future understanding. The use of schemata makes automatic processing an effortless task.
Importance of prior knowledge	Prior knowledge is a prerequisite for understanding new information. Learners build schemata and make connections between ideas to facilitate learning and enhance comprehension.
Rapid organization of new perceptions	People can quickly organize new perceptions into schemata and act effectively without effort.
Facilitation of learning through schemata building and connections	Learning is maximally facilitated and optimally made more meaningful when learners build schemata and make connections between ideas. Teachers can use schema activation, schemata building, and schemata adjustment techniques to enhance textual coherence and promote comprehension.
Internal conflict and resistance to change	Internal conflict may arise when new information does not fit with existing schemata. People’s schemata have a tendency to remain unchanged, even in the face of contradictory information, which can make it difficult to change existing schemata.

Relevance of schema theory to teaching reading and listening skills

Schema theory has particular relevance in the field of English language teaching, especially in teaching reading and listening skills.

Teachers can use schema activation techniques in pre-reading or pre-listening activities to help students make connections between their prior knowledge and the new information presented in the text or audio.

By activating relevant schemata, teachers can enhance comprehension and promote a deeper understanding of the material.

Schemata building and adjustment techniques can also be used to facilitate learning and optimize comprehension. By helping learners build new schemata and connect them with existing ones, teachers can make learning more meaningful and enhance students’ ability to comprehend new information.

Furthermore, schema theory can help teachers enhance textual coherence by using techniques such as graphic organizers, summaries, and advance organizers to help students organize new information into existing schemata.

If English language teachers incorporate schema theory principles into their teaching,  they can promote listening and reading comprehension, making language learning more efficient and effective.

Relevance of Schema Theory to Teaching Reading and Listening Skills
– Schema activation in pre-reading and pre-listening activities
– Schemata building and adjustment techniques
– Enhancing textual coherence
– Promoting listening and reading comprehension
– Application to English language teaching

Why is schema theory relevant in education?

Now, you might be wondering what all of this has to do with education. Well, as it turns out, activating and building upon students’ prior knowledge is a crucial component of effective teaching. By connecting new information to existing schemas, teachers can enhance students’ comprehension and promote deeper learning.

Schema theory is undoubtedly crucial in education because of many reasons:

• Schema activation helps students connect new information with their prior knowledge and experiences.
• It helps students make sense of new information and retain it better.
• It helps students comprehend and engage with complex texts and ideas more effectively.
• It encourages critical thinking and problem-solving by prompting students to reflect on their own thinking processes and assumptions.
• It can increase motivation and engagement by making learning more meaningful and relevant to students’ lives and interests.
• It promotes lifelong learning by helping students develop strategies for activating and updating their schemata over time.
• It can support the development of a growth mindset by emphasizing the idea that intelligence and learning are malleable and can be developed through effort and practice.
• It can foster a sense of community and shared understanding by encouraging students to share and compare their own schemata with others.

An example of schema activation in the classroom

So, how can teachers actually put schema theory into practice? One effective strategy is to use a “What I Know, What I Want to Know, and What I Learned” chart (also called KWL Chart), which prompts students to reflect on their existing knowledge, generate pertinent questions, and then hopefully summarize what they’ve learned. This can enhance their comprehension, retention, and transfer of knowledge. 

For example, let’s say a teacher is about to begin a lesson on space exploration. They might ask their students to fill out a chart like this:

What I Know	What I Want to Know	What I Learned
…	…	…

Students will have to write everything they know about the topic. Students’ prior knowledge about space might be limited to what they’ve seen in movies or read in books. Then, they may have questions about the topic that they want the text they are about to read or listen to answer. They write all the questions in the what I want to learn column. After they read or listen to the text they write down what they have learned from the text. 

This helps students to organize their existing knowledge, identify gaps in their understanding, and build connections between new and old information.

Teachers can use this chart as a pre-reading or pre-listening activity to prepare students for the text and enhance their comprehension. If teachers use schema theory and techniques like the “What I Know, What I Want to Know, and What I Learned” chart, teachers can make learning more effective, efficient, practical, and useful for students.

Limitations of the schema theory

Although the theory has gained so much attention, it has also triggered some criticism:

• Schema theory is a hypothesized construct that could be deemed too vague to be useful if there is no clear consensus over its definition.
• The theory overlooks the importance of inferencing when we try to understand new information. It doesn’t explain why some readers, for example, may understand a text without prior knowledge.
• The theory is not very precise in describing how schemas are formed and how they operate in detail.
• It does not account for individual differences and variations in cognitive processes.
• It cannot explain how people process information that does not fit into their existing schemas.
• The theory does not account for the influence of emotions, motivations, and other factors that may affect cognitive processing.
• It does not provide a clear explanation of how schemas are modified and updated over time.

Conclusion

Schema theory offers a powerful framework for understanding how individuals organize and process information.

By recognizing the role of prior knowledge in shaping new learning and the automatic processing of information through schemata, teachers can employ more effective and efficient strategies for teaching reading and listening skills. Schema activation, building, and adjustment techniques can enhance the coherence of textual materials and promote a deeper comprehension of the material.

The practical applications of schema theory in language teaching make it a highly useful and relevant concept for educators seeking to improve their instructional practices. Overall, schema theory is a valuable tool for educators and learners alike in enhancing the teaching and learning experience.

References

• ANDERSON, R. C. (1977). The notion of schemata and the educational enterprise: General discussion of the conference. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale, NJ: Erlbaum.
• Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge University Press.
• Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. New York, NY: International University Press.