The conflict between conceptual and procedural knowledge : Should we need to understand in order to be able to do , or vice versa ?
The conflict between conceptual and procedural knowledge : Should we need to understand in order to be able to do , or vice versa ?
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概念性知识和程序性知识之间的冲突：我们应该需要理解才能做到，还是反之亦然？
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
Lenni Haapasalo
中科院分区：
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作者：
Lenni Haapasalo
在规划任何学习环境时，题目中的问题是主要焦点。基本上它意味着我们必须理解程序性知识和概念性知识是如何相互联系的。当我们关注学习过程时，似乎有必要强调这两种类型的知识一定有某种联系。然而，正是评估这一过程中的变量促进或阻碍了两种知识类型之间可能的定性和定量联系。在全球意义上，我所说的评估是指对学习过程的规划、实现和控制，不仅由教师，而且特别是由学习者和学习者团队自己做出。利用最近对概念和程序知识的分析，我将基于一个大型实证项目，提出规划和评估学习过程的模型。
The question in the title is the major foci when planning any learning environments. Basically it means that we have to understand how procedural knowledge and conceptual knowledge relate to each other. It seems appropriate to underline that these two types of knowledge must be somehow related when the learning process is our focus. However, it is the variables in the assessment of this process that promote or obstruct possible qualitative and quantitative links between the two knowledge types. By assessment, in the global sense, I mean the planning, realization and control of the learning processes, made not only by the teacher but especially by the learners and learner teams themselves. Utilizing a recent analysis of conceptual and procedural knowledge, I will present models for planning and evaluating of learning processes based on a large empirical project.