Difference between revisions of "Conceptual knowledge"
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Conceptual knowledge refers to explicit or implicit understanding of domain principles and of the interrelations between them (e.g. Rittle-Johnson, B. & Alibali, M.W., 1999). It can be distinguished from [[procedural]] knowledge that is necessary to solve problems. | Conceptual knowledge refers to explicit or implicit understanding of domain principles and of the interrelations between them (e.g. Rittle-Johnson, B. & Alibali, M.W., 1999). It can be distinguished from [[procedural]] knowledge that is necessary to solve problems. | ||
According to Rittle-Johnson, Siegler and Alibali (2001), the development of both knowlege types is an iterative process with influences in both directions. For instance, gaining conceptual knowledge usually improves students’ procedural skills; however, the impact of procedural knowledge on conceptual knowledge is smaller and less clear, i.e. students that use correct procedures do not necessarily fully understand the domain principles underlying the tasks. | According to Rittle-Johnson, Siegler and Alibali (2001), the development of both knowlege types is an iterative process with influences in both directions. For instance, gaining conceptual knowledge usually improves students’ procedural skills; however, the impact of procedural knowledge on conceptual knowledge is smaller and less clear, i.e. students that use correct procedures do not necessarily fully understand the domain principles underlying the tasks. | ||
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| + | see also [[conceptual task]] | ||
[[Category:Glossary]] | [[Category:Glossary]] | ||
[[Category:Scripted Collaborative Problem Solving]] | [[Category:Scripted Collaborative Problem Solving]] | ||
Revision as of 16:44, 12 February 2007
Conceptual knowledge refers to explicit or implicit understanding of domain principles and of the interrelations between them (e.g. Rittle-Johnson, B. & Alibali, M.W., 1999). It can be distinguished from procedural knowledge that is necessary to solve problems. According to Rittle-Johnson, Siegler and Alibali (2001), the development of both knowlege types is an iterative process with influences in both directions. For instance, gaining conceptual knowledge usually improves students’ procedural skills; however, the impact of procedural knowledge on conceptual knowledge is smaller and less clear, i.e. students that use correct procedures do not necessarily fully understand the domain principles underlying the tasks.
see also conceptual task
