Benjamin Keep, PhD, JD | Learning Beyond Facts | Conceptual Knowledge, Procedural Knowledge, and More @benjaminkeep | Uploaded November 2022 | Updated October 2024, 18 minutes ago.
After many years in school, it's easy to get the impression that learning is mostly about facts. But there's a whole diverse world of different kinds of knowledge out there. Let's explore it!
00:00 Introduction
00:17 The fact
1:11 The look-up table
2:12 Conceptual knowledge - how is a concept different than a fact?
3:30 How we learn concepts
4:12 The benefits of concepts
5:18 Procedural knowledge and skill
5:43 The difference between conceptual knowledge and procedural knowledge
6:27 Unbalanced knowledge
7:30 Bare association
8:18 The ability to recognize something
8:54 I shouldn't talk about this one
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REFERENCES
On the interaction of procedural and conceptual knowledge, see:
Rittle-Johnson, B., Schneider, M., & Star, J. R. (2015). Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27(4), 587-597. uni-trier.de/fileadmin/fb1/prof/PSY/PAE/Team/Schneider/Rittle-JohnsonEtAl2015.pdf (Math)
Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 32(1), 102. researchgate.net/profile/Leona-Schauble/publication/232578689_The_development_of_scientific_reasoning_in_knowledge-rich_contexts/links/56eaa8f108ae7858657fde00/The-development-of-scientific-reasoning-in-knowledge-rich-contexts.pdf (Science)
For a more complicated, great take on knowledge in problem solving, see:
De Jong, T., & Ferguson-Hessler, M. G. (1996). Types and qualities of knowledge. Educational psychologist, 31(2), 105-113. https://ris.utwente.nl/ws/files/6401593/types.pdf
For the difference between varieties of recall and recognition, see:
Richardson-Klavehn, A., & Bjork, R. A. (1988). Measures of memory. Annual review of psychology, 39(1), 475-543. researchgate.net/profile/Robert-Bjork-2/publication/234837363_Measures_Of_Memory/links/0deec52efb30acdddd000000/Measures-Of-Memory.pdf
ACKNOWLEDGEMENTS
The gravity demonstration comes from this video: youtube.com/watch?v=MTY1Kje0yLg.
However, there are plenty of good arguments as to why this isn't a terribly helpful analogy: newsletter.oapt.ca/files/general-relativiy-analogies.html
After many years in school, it's easy to get the impression that learning is mostly about facts. But there's a whole diverse world of different kinds of knowledge out there. Let's explore it!
00:00 Introduction
00:17 The fact
1:11 The look-up table
2:12 Conceptual knowledge - how is a concept different than a fact?
3:30 How we learn concepts
4:12 The benefits of concepts
5:18 Procedural knowledge and skill
5:43 The difference between conceptual knowledge and procedural knowledge
6:27 Unbalanced knowledge
7:30 Bare association
8:18 The ability to recognize something
8:54 I shouldn't talk about this one
If you want to be the first to know about the courses I'm releasing, sign up here: https://forms.gle/px7ZmXkvJW26uFWp8
Sign up to my email newsletter, Avoiding Folly, here: benjaminkeep.com
REFERENCES
On the interaction of procedural and conceptual knowledge, see:
Rittle-Johnson, B., Schneider, M., & Star, J. R. (2015). Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27(4), 587-597. uni-trier.de/fileadmin/fb1/prof/PSY/PAE/Team/Schneider/Rittle-JohnsonEtAl2015.pdf (Math)
Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 32(1), 102. researchgate.net/profile/Leona-Schauble/publication/232578689_The_development_of_scientific_reasoning_in_knowledge-rich_contexts/links/56eaa8f108ae7858657fde00/The-development-of-scientific-reasoning-in-knowledge-rich-contexts.pdf (Science)
For a more complicated, great take on knowledge in problem solving, see:
De Jong, T., & Ferguson-Hessler, M. G. (1996). Types and qualities of knowledge. Educational psychologist, 31(2), 105-113. https://ris.utwente.nl/ws/files/6401593/types.pdf
For the difference between varieties of recall and recognition, see:
Richardson-Klavehn, A., & Bjork, R. A. (1988). Measures of memory. Annual review of psychology, 39(1), 475-543. researchgate.net/profile/Robert-Bjork-2/publication/234837363_Measures_Of_Memory/links/0deec52efb30acdddd000000/Measures-Of-Memory.pdf
ACKNOWLEDGEMENTS
The gravity demonstration comes from this video: youtube.com/watch?v=MTY1Kje0yLg.
However, there are plenty of good arguments as to why this isn't a terribly helpful analogy: newsletter.oapt.ca/files/general-relativiy-analogies.html
