Applying Knowledge for Academic Success
Why is it Important to Practice the Application of Knowledge?
In recent articles, I’ve explored science-backed study techniques designed to strategically and efficiently improve the learning process. A recurring theme in this research is the critical role of retrieval practice, the act of recalling information from memory. While retrieval practice can be exercised in multiple ways, the application of knowledge remains one of its most effective forms (Dunlosky et al., 2013).
Understanding the Application of Knowledge
At its core, the application of knowledge is fundamentally an act of thinking. It involves a strategic sequence:
Analyze what the question or problem is asking.
Retrieve the relevant knowledge you have.
Interpret and use that knowledge to formulate a proper answer or solution.
This entire process is strategic and is directly connected to the concept of metacognitive knowledge - or "thinking about thinking."
Metacognitive knowledge is about knowing yourself as a learner and understanding how to structure your thinking and self-reflection to better your understanding of concepts (Hartman 2002).
Numerous studies have observed the effectiveness of introducing and modelling metacognitive skills to students, often resulting in increased academic achievement (Caliskan and Sunbul 2011, Bielaczyc et al., 1995). Furthermore, once students are taught metacognitive skills, they are more likely to continue using those learned skills (Bielaczyc et al., 1995).
A great place to start implementing metacognition is through the processes of self-monitoring and self-assessment, where students actively reflect on what they understand and what remains unclear (Hartman 2002). This very process of self-assessment is what makes tools like practice testing so effective for academic improvement.
The Power of Practice and Self-Evaluation
Practice testing has been shown to improve learning and to have both direct and mediated effects on how knowledge is encoded and retrieved (Dunlosky et al., 2013). Low-stakes testing also empowers students to self-evaluate their knowledge and skills, allowing them to identify learning gaps they might have otherwise missed (Kenney and Bailey 2021). Another key application strategy, self-explanation (or elaborative interrogation), also significantly contributes to increased academic performance (Bielacyzc et al., 1995).
Structuring Application into Your Study Schedule
Application can be integrated into your study schedule either discretely (in a dedicated session) or continuously (as an ongoing part of your learning).
Discrete Application: The Dedicated Practice Session
Identify your subject and start with a Review and Solidify phase. Then, dedicate the last 10 minutes of your study session to an Apply section.
Source Practice Questions: Use questions provided by your instructor (in the textbook, workbook, or lecture slides). If none are available, use AI software to generate practice questions for you.
Execute the Test: Go through the practice questions without looking at the answers.
Evaluate Your Results: Cross-reference your answers afterward.
If correct: Excellent! You have a strong grasp of the concept you just studied.
If incorrect: Don't stop! This is where metacognition comes in. Identify exactly where you made the error and document that area of struggle to tackle later.
Continuous Application: Integrating Metacognition
Integrate application while you are working through the Review and Solidify sections of your studying using elaborative interrogation.
Ask "Why" at Every Step: As you encounter each concept, actively ask yourself: "Why is this true?" or "Why does this work?"
Document Gaps: If you find that you cannot explain the "why," document that specific concept or question to answer later.
Reinforce Learning: If you come across the answer to one of your documented questions, be sure to highlight or note it in your notes for future reference.
Pro Tip: Still schedule a dedicated Apply section at the end of your study session where you do a few practice questions or circle back to fully answer the elaborative interrogation questions you couldn't answer initially.
If you’re looking for an easy way to start intentional study practices, check out “The Intentional Study Kit” which has over 15 pages of science-backed studying tips, templates, and worksheets that will jump-start your efficient study schedule.
Did you find this article helpful? Reach out to me at info@thestudyingedit.com! I’d love to hear from you and answer any questions you may have about making studying smarter, not harder.
Citations
Bielaczyc, K., Pirolli, P. L., & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13(2), 221–252. https://doi.org/10.1207/s1532690xci1302_3
Çalışkan, M., & Sünbül, A. M. (2011). The effects of learning strategies instruction on metacognitive knowledge, using metacognitive skills, and academic achievement: Primary education sixth grade Turkish course sample. Educational Sciences: Theory & Practice, 11(1), 148-153.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Hartman, H. J. (Ed.). (2001). Metacognition in learning and instruction: Theory, research and practice. Springer Netherlands.
Kenney, K. L., & Bailey, H. (2021). Low-stakes quizzes improve learning and reduce overconfidence in college students. Journal of the Scholarship of Teaching and Learning, 21(2).
