How Subject-Matter Knowledge Affects Recall and Interest

Abstract

This research examined the influence of subject-matter knowledge on students’ recall of and interest in scientific exposition. Two forms of subject-matter knowledge were assessed: topic knowledge (i.e., specific subject-matter knowledge referenced in text) and domain knowledge (i.e., knowledge pertinent to a particular field of study). Two hundred and nine college students read two popular-press passages from the domain of physics. Tests of topic knowledge and domain knowledge were administered to students prior to reading the passages. During reading, students rated how interesting they thought each passage and each of its paragraphs were. After reading, students completed a recall measure. Regression analyses showed that subject-matter knowledge, particularly domain knowledge, predicted both recall and interest. Findings tend to support a three-stage model of domain learning that proposes an interactive picture of student knowledge, recall, and interest. Implications for research and practice are discussed.