The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers’ Knowledge of Learning Skills

Abstract

In addition to content knowledge, it is necessary to teach learning skills. Using relevant learning skills assures better learning outcomes and abilities for the whole life course. Due to a packed curriculum or teachers having insufficient skills, student learning skills are often neglected. The aim of this study is to find out whether it is possible to support the development of declarative knowledge in learning skills in teachers through procedural knowledge acquired via practical teaching activities. A quasi-experimental study using semi-structured pre- and post-intervention interviews and six-month intervention activities was conducted with 14 teachers. The procedural knowledge of the teachers was assessed based on their practical experience with the intervention activities. Their declarative knowledge was assessed based on pre- and post-intervention interview reflections. The findings revealed that procedural knowledge, being predominantly teacher centred, mostly appears through experience and reflections on the teaching practice that guides them. It also appeared that the intervention focusing on advancing procedural knowledge among teachers advanced their declarative knowledge in terms of metacognition, revealing new aspects of motivation and sense-giving for their learning. As follow-up research, we plan to continue studying conditional knowledge in teachers in order to identify situations where this is applied.

Organizational learning in the context of product development processing: a case study in an automotive company

“…According to Saks et al. (2021, p. 2), “the development of procedural knowledge is related to the development of declarative knowledge.” Procedural knowledge is manifested in people's performance and skills and in company activities.…”

Implications of Computational Thinking Knowledge Transfer for Developing Educational Interventions

“…By the type of knowledge that is transferred. This position corresponds to Saks et al (2021) and is made up of various categories: content, declarative actions, procedural actions, metacognition, as well as literal, vertical, lateral, reverse, proportional, and relational learning. 4.…”

Enhancing College Students’ Procedural Knowledge of Physics Using Blended Jigsaw-IV Problem-Solving Instruction

“…Despite efforts to improve educational quality, the system revealed a significant barrier to student achievement and performance in science subjects, particularly physics (Amadalo & Musasia, 2016;Ogunleye, 2019;Pavešić, 2019) .All of the studies revealed the importance of paying close attention to students' physics knowledge at every level of the educational pyramid. Numerous studies from throughout the world suggested that students' physics performance had declined (Saks et al, 2021) and that they did not enjoy learning the subject (Taştan, 2018).…”

“…The reports of national learning assessments reveal that students' academic achievement is alarmingly declining at both lower and higher levels of education (Poljak & Jakić, 2017;Saks et al, 2021;Ses et al, 2020). Similar trends were observed when Regional Education Bureaus (REBs) conducted similar assessments regionally (REB, 2019).…”

“…Through test performance, where the test questions require their abilities to analyze, synthesize, coordinate and use many physics formulas to arrive at the final correct answers, test achievement can be used to demonstrate procedural knowledge by PSPTs in their physics learning. Utilizing the relevant physics formula to answer physics problems when they are presented in a different way is another way to demonstrate procedural knowledge (Saks et al, 2021;Ses et al, 2020). It's crucial for students to comprehend physics formulas in order to solve physics problems using mathematical equations but also procedural knowledge used as one of the building block of problem solving skill (Chandrasekaran 1986;.According to certain studies, students may occasionally retain physics formulas but fail to use them after some time to solve problems that were given using a different approach as examples in the classroom ( (Bautista, 2012)).…”