Types and qualities of knowledge

Abstract

Research in learning and instruction claims a central role for the concept of knowledge. The knowledge base of a person, it is now generally assumed, is made up of different types of knowledge. The most well-known examples are declarative and procedural knovvledge, but more elaborate distinctions exist. Furthermore, the knowledge base is characterized by different qualities, such as level (deep or surface) of knowledge, generality of knowledge, level of autornization of knowledge, modality of knowledge, and structure of knowledge. The present article examines the concept of knowledge by presenting a matrix that takes types arid qualities of knowledge as its dimensions. This matrix can be used to classify research on knowledge by linking aspects such as knowledge assessment techniques, expert-beginner differences, instructional measures, and learning :goals to the cells of the matrix.

The effects of representational format on learning combinatorics from an interactive computer simulation

“…Gaining a full understanding of a domain requires learners to Ferguson-Hessler 1996) enables learners to analyze, identify, and classify a problem, to recognize the concepts that underlie the problem, and to decide which operations need to be performed to solve the problem. Schemata can be acquired by performing cognitive activities such as selecting, organizing, and integrating information (Mayer 2003(Mayer , 2004Shuell 1986Shuell , 1988Sternberg 1984).…”

User reaction to car share and lift share within a transport ‘marketplace’

“…In order to actually complete journeys, participants had to undertake the stages outlined in Section 5.2. For first time use only, there were some procedural difficulties -relating to lack of procedural knowledge [21] -when undertaking the vehicle check-in phase, and starting the vehicle without use of an ignition key. Several additional issues became apparent, e.g.…”

The Effect of Hints and Model Answers in a Student-Controlled Problem-Solving Program for Secondary Physics Education

“…These difficulties can be the result of deficiencies in the different kinds of knowledge needed to solve science problems: declarative knowledge (facts and concepts), procedural knowledge (how to use these facts and concepts in methods or procedures) and strategic knowledge (knowledge needed to organize the process of solving new problems) (De Jong and Ferguson-Hessler 1996). The question is what kind of knowledge can best be developed to support problem-solving skills, and how can these skills be supported effectively?…”

“…Other researchers claim that it is often not content knowledge that students lack when they try to solve new problems but strategic knowledge (Mathan and Koedinger 2005;Taconis 1995). Strategic knowledge allows students to analyse the problem, find relevant content knowledge, make a plan and solve the problem (De Jong and Ferguson-Hessler 1996).…”