Conceptual tasks - Revision history

Mbett: Reverted edits by Sitamoyer (Talk); changed back to last version by Koedinger

2011-08-31T15:23:44Z

Reverted edits by Sitamoyer (Talk); changed back to last version by Koedinger

← Older revision		Revision as of 15:23, 31 August 2011
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	[[Category:Coordinative Learning]]		[[Category:Coordinative Learning]]
	[[Category:PSLC General]]		[[Category:PSLC General]]
	~~[http://custom-essay.ws/index.php essay writing]~~

Sitamoyer at 11:04, 30 August 2011

2011-08-30T11:04:37Z

← Older revision		Revision as of 11:04, 30 August 2011
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	[[Category:Coordinative Learning]]		[[Category:Coordinative Learning]]
	[[Category:PSLC General]]		[[Category:PSLC General]]
			[http://custom-essay.ws/index.php essay writing]

Koedinger at 15:00, 16 April 2007

2007-04-16T15:00:00Z

← Older revision		Revision as of 15:00, 16 April 2007
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	Examples:		Examples:
	* Given a ~~chinese~~ tone and/or character, generate its English translation		* Given a Chinese tone and/or character, generate its English translation
	* Given a transformation of an equation, indicate whether the distributive, associative or ~~communtative~~ law justifies the transformation.		* Given a transformation of an equation, indicate whether the distributive, associative or commutative law justifies the transformation.
	* Ask a beginning chemistry student to explain the term "valence" using Bohr's model of the atom.		* Ask a beginning chemistry student to explain the term "valence" using Bohr's model of the atom.
	* Given a physical situation, such as a baseball flying straight up after being thrown by a person, ask the student what forces are acting on the moving object.		* Given a physical situation, such as a baseball flying straight up after being thrown by a person, ask the student what forces are acting on the moving object.
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	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:~~PSLC General~~]]		[[Category:Dependent Variables]]
	[[Category:Coordinative Learning]]		[[Category:Coordinative Learning]]


	~~[[Category:Glossary]]~~
	[[Category:PSLC General]]		[[Category:PSLC General]]
	~~[[Category:Coordinative Learning]]~~

DejanaDiziol at 16:39, 12 February 2007

2007-02-12T16:39:50Z

← Older revision		Revision as of 16:39, 12 February 2007
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	A conceptual task is intended by the task's designer to be achievable by applying only conceptual knowledge, and not by applying [[procedural]] knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap. When used on a post-test, conceptual tasks provide one important way of measuring [[transfer]] and thus [[robust learning]]. In contrast, [[procedural tasks]] would be part of a [[normal post-test]] that measures learning that may or may not be robust.		A conceptual task is intended by the task's designer to be achievable by applying only [[conceptual knowledge]], and not by applying [[procedural]] knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap. When used on a post-test, conceptual tasks provide one important way of measuring [[transfer]] and thus [[robust learning]]. In contrast, [[procedural tasks]] would be part of a [[normal post-test]] that measures learning that may or may not be robust.

	Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or [[strategies]]."		Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or [[strategies]]."

Koedinger at 18:46, 28 December 2006

2006-12-28T18:46:38Z

← Older revision		Revision as of 18:46, 28 December 2006
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	A conceptual task is intended by the task's designer to be achievable by applying only conceptual knowledge, and not by applying [[procedural]] knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap.		A conceptual task is intended by the task's designer to be achievable by applying only conceptual knowledge, and not by applying [[procedural]] knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap. When used on a post-test, conceptual tasks provide one important way of measuring [[transfer]] and thus [[robust learning]]. In contrast, [[procedural tasks]] would be part of a [[normal post-test]] that measures learning that may or may not be robust.

	Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or [[strategies]]."		Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or [[strategies]]."
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	Non-examples:		Non-examples:
	* Given an algebraic equation with a single occurrence of the unknown, solve it.		* Given an algebraic equation with a single occurrence of the unknown, solve it.

	Borderline examples:		Borderline examples:
			* Given 5+3, indicate that the answer is 8. For advanced learners, this is done by retrieving a fact, which is a kind of low level concept. For beginning learners, this is done by a counting strategy, so the task taps procedural knowledge.

	* Given 5+3, indicate that the answer is 8. For advanced learners, this is done by retrieving a fact, which is a kind of low level concept. For beginning learners, this is done by a counting strategy, so the task taps procedural knowledge.
	Rittle-Johnson, B. & Siegler, R. S. (1998) The relation between conceptual and procedural knowledge in learning mathematics. In C. Donlan (Ed.) The Development of Mathematical Skills. East Sussex, UK: Psychology Press.		Rittle-Johnson, B. & Siegler, R. S. (1998) The relation between conceptual and procedural knowledge in learning mathematics. In C. Donlan (Ed.) The Development of Mathematical Skills. East Sussex, UK: Psychology Press.

Adele at 20:13, 27 December 2006

2006-12-27T20:13:23Z

← Older revision		Revision as of 20:13, 27 December 2006
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	A conceptual task is intended by the task's designer to be achievable by applying only conceptual knowledge, and not by applying procedural knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap.		A conceptual task is intended by the task's designer to be achievable by applying only conceptual knowledge, and not by applying [[procedural]] knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap.

	Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or [[strategies]]."		Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or [[strategies]]."

Adele at 14:58, 27 December 2006

2006-12-27T14:58:08Z

← Older revision		Revision as of 14:58, 27 December 2006
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	A conceptual task is intended by the task's designer to be achievable by applying only conceptual knowledge, and not by applying procedural knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap.		A conceptual task is intended by the task's designer to be achievable by applying only conceptual knowledge, and not by applying procedural knowledge. Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap.

	Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or strategies."		Rittle-Johnson & Siegler (1998, pg. 77) distinguish procedural from conceptual knowledge as follows: "We define conceptual knowledge as understanding of the principles that govern the domain and interrelations between pieces of knowledge in the domain (although this knowledge does not need to be explicit). In the literature this type of knowledge is referred to as understanding or principled knowledge. We define procedural as action sequences for solving problems. In the literature this type of knowledge is sometimes referred to as skills, algorithms or [[strategies]]."

	Examples:		Examples:

Vanlehn at 18:47, 27 November 2006

2006-11-27T18:47:06Z

@@ Line 1: / Line 1: @@
-Tasks that assess understanding of the principals that govern the domain and of the interrelations between pieces of knowledge in a domain (although this knowledge does not need to be explicit); also thought of as assessment of understanding or of principled knowledge (See Rittle-Johnson & Siegler, 1998)
+A conceptual task is intended by the task's designer to be achievable by applying only conceptual knowledge, and not by applying procedural knowledge.  Moreover, students may not achieve a task by applying the knowledge that the task was designed to tap.
 [[Category:Glossary]]
 [[Category:PSLC General]]
 [[Category:Coordinative Learning]]

PhilPavlik at 17:44, 27 November 2006

2006-11-27T17:44:02Z

← Older revision		Revision as of 17:44, 27 November 2006
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	Tasks that assess understanding of the principals that govern the domain and of the interrelations between pieces of knowledge in a domain (although this knowledge does not need to be explicit); also thought of as assessment of understanding or of principled knowledge (See Rittle-Johnson & Siegler, 1998)		Tasks that assess understanding of the principals that govern the domain and of the interrelations between pieces of knowledge in a domain (although this knowledge does not need to be explicit); also thought of as assessment of understanding or of principled knowledge (See Rittle-Johnson & Siegler, 1998)
			[[Category:Glossary]]
			[[Category:PSLC General]]
			[[Category:Coordinative Learning]]

Jodi-Davenport at 17:35, 27 November 2006

2006-11-27T17:35:20Z

New page

Tasks that assess understanding of the principals that govern the domain and of the interrelations between pieces of knowledge in a domain (although this knowledge does not need to be explicit); also thought of as assessment of understanding or of principled knowledge (See Rittle-Johnson & Siegler, 1998)