Conceptual knowledge

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.