The activation and use of declarative and procedural knowledge.

2022 ◽  
pp. 47-78
Author(s):  
Robert S. Wyer
Keyword(s):  
Procedural Knowledge

The Antecedents of Procedural Knowledge and Skill

2011 ◽  
Author(s):  
Michelle Martin ◽  
Harrison J. Kell ◽  
Stephan J. Motowidlo
Keyword(s):  
Procedural Knowledge

Examination of the Worked-Example Effect for Conceptual and Procedural Knowledge in Calculus

2014 ◽  
Author(s):  
Charlyn W. Shaw ◽  
Rayne A. Sperling ◽  
David C. Falvo ◽  
Peter T. Olszewski
Keyword(s):  
Procedural Knowledge ◽  
Worked Example ◽  
Worked Example Effect

An Electronic Study Form to Support Collaborating Agents in the Management of Clinical Knowledge

1999 ◽  
Vol 38 (03) ◽  
pp. 154-157
Author(s):  
W. Fierz ◽  
R. Grütter
Keyword(s):  
Procedural Knowledge ◽  
Health Care Provision ◽  
Markup Language ◽  
Artificial Agents ◽  
Care Provision ◽  
Clinical Knowledge ◽  
Extensible Markup ◽  
Implementation Level ◽  
Biological Organisms ◽  
Representation Of Knowledge

AbstractWhen dealing with biological organisms, one has to take into account some peculiarities which significantly affect the representation of knowledge about them. These are complemented by the limitations in the representation of propositional knowledge, i. e. the majority of clinical knowledge, by artificial agents. Thus, the opportunities to automate the management of clinical knowledge are widely restricted to closed contexts and to procedural knowledge. Therefore, in dynamic and complex real-world settings such as health care provision to HIV-infected patients human and artificial agents must collaborate in order to optimize the time/quality antinomy of services provided. If applied to the implementation level, the overall requirement ensues that the language used to model clinical contexts should be both human- and machine-interpretable. The eXtensible Markup Language (XML), which is used to develop an electronic study form, is evaluated against this requirement, and its contribution to collaboration of human and artificial agents in the management of clinical knowledge is analyzed.

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

2016 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
Problem Solving ◽  
Procedural Knowledge ◽  
Mental Image ◽  
Research Subjects ◽  
Maximum Score ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Thinking Process ◽  
Problem Solvers ◽  
Holistic Rubric

Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject’s solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their mindsto construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.

Cooperative learning and the appropriation of procedural knowledge by primary school children

1998 ◽  
Vol 8 (1) ◽  
pp. 37-61 ◽  
Author(s):  
Sylvia Rojas-Drummond ◽  
Gerardo Hernández ◽  
Maricela Vélez ◽  
Gabina Villagrán
Keyword(s):  
Cooperative Learning ◽  
Primary School ◽  
School Children ◽  
Procedural Knowledge ◽  
Primary School Children
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