Articlegreen1996

Types and qualities of knowledge

Ton de Jong · Monica G. M. Ferguson‐Hessler

722 citations0/0 files storedEducational Psychologist

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Educational Strategies and Epistemologies Educational Assessment and Pedagogy Visual and Cognitive Learning Processes

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 knowledge, 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 automization 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.

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References

1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*1973Perception in chess 1965Conditions of Learning 1984On the Relationship between Task Performance and Associated Verbalizable Knowledge 1988The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance 1991Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge

Cited by

2018Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework 2005Reconceptualizing procedural knowledge.2011Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence 2007An Alternative Reconceptualization of Procedural and Conceptual Knowledge.2013Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach 2021Domain-specific prior knowledge and learning: A meta-analysis 2008Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations 2009

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