Four types of knowledge Research and theary in cognitive science have shown that there may be several kinds of knowledge. four major categories of knowledge based on a taxonomy of learning ‘outcomes (Anderson et al., 2001) 1, FACTUAL, 2. CONCEPTUAL, 3. PROCEDURAL, AND 4, METACOGNITIVE ite knowledge of “what”, and The first two types—factual and conceptual— constit itive—constitute knowledge of the last two types—procedural and metacog “haw to”, Similarly, factual and procedural knowledge constitute low level knowledge whereas conceptual and metacognitive constitute high level knowledge. 1, Factual knowledge Factual knowledge consists of “the basic elements students must know to be acquainted with a discipline or salve problems in it”. It includes knowledge of terminology and specific facts. For example, within an adventure game, students may learn that China is in Asia, or from the instructions of a game, students may learn that “start-up disk” refers to a 3.5-inch square disk that fits in a disk drive, Subtype examples Knowledge of terminology Teck ical vocabula Factual Knowledge -discrcte, 3 ae ” wolated cortert elements Krowiedge of soecic deals 34 en gest stesir the wv 2. Conceptual knowledge Conceptual knowledge consists of “the interrelations among the basic elements within a larger structure than enable them to function together” (Anderson et al., 2001, p. 29). kt includes knowledge of categories, prindples, and models. For ‘example, students may learn principles such as “add s to make a noun plural” from a word game, or students may form a mental madel of how 2 word process or works. knowledge of assiicatiors ard categories knowledge of principles ard ‘gereralators krowledge of trearies, models, ard The qraruim theavy, tre strclire af surceteres Congress ous af best wrership Concaptual Knowledge sieterralaborstips amorg the basic lemeris within larger seve re Newton's laws af mation3. Procedural knowledge Procedural knowledge consists of knawing “how te da something, methads of inquiry, and criteria for using skills, algorithms, techniques, and methods” (Anderson et al., 2001, p. 29). It includes knawing praceduras, techniques, and methods as well as the criteria for using them. For example, students may learn haw to add signed numbers within a math game, or may learn the steps for lagging onto a computer system. accomplish some goal; Predicting = determining what effect 3 {change in ore part ofa system wil have fe anather part ofa sysizm design, predicl. p 3. Apply Apply refers ta “carrying out a procedure in a given situation’’. It indudes executing (such as carrying out a procedure in a familiar task) and implementing (such as carrying out a procedure in an unfamiliar task). Executing (carrying outa procedire with a fanvliar ApaWyieg a wall-krowe procedure to 2 ssh) ~ associated with the tse of skile ard farndiar problem algorithms, applies procedural knowledge carry Soinale_leanira o\come verbs may chide: cary ‘Apply ~ carry but, catclate, compete, operate, process, exccite, out or use a allow, perform, use, utile, practice procedure In a Implementing (csirg 2 procedcre with an Determining the procedcre reezssary for a tetomiar to fed with the use 9¢ ——_goMirg.ar esfomilar problem given shuation feepriquce ard methods, applies coresplcal krowiedge SunpleIearrirg oulcome vars may inc de: adapt, Implemert, demorsirate, 4 mire, cor duck 4. Analyze Analyze refers to “breaking material into constituent parts and determining how the parts relate to one another and to an overall structure or purpose”. It includes differentiating (such as distinguishing important from unimportant parts), ‘arganizing (such as determining how parts fit or function within a whole structure),and attributing (such as determining the point of view underlying presented material). Differentiating - distinguishing sclevart from Betermirirg which parts in a ger ‘Anal=[° Wwelevart paso, import fam important material a most imprint ar sevart le ‘oak Parts of preserted material =yze = break Ssmole learning oulzome verbs may incl.de: selec, material Inte its diseimivate, disurge sh, differentiate, constituent paint out, parts and organi determine how fr 19 = deiermineg how elemerts fe withir aPravidirg ar avllire, table, mates, oF FMerarchical disaram Ei com ‘ the parts relate pralyze, break down, orgarize, allie, sketch to one another raw, diagram, chart, be ale, parse, separate, andtoan baie Pru Aretbuting: dele msring 2 port of view, inter \esincting or selecting a description of structure or BUPPORR lis athar's poett view or intentions purpese az albus sere, depict dese, ney, PEN presering wah some writer or oat 5. Evaluate Evaluate refers to “making judgments based on criteria and standards’, It includes checking (such as determining the consistency or effectiveness of a procedure or product) and critiquing (such as judging the appropriateness of a procedure or product). CChacking - detecting ncorsistercies or falacies Detecting inconsistencies or logical awe Wwihir a process or product (internal inconsistency). jn presented information Fvaluare - elect, morilor, coordinate, Lest. make Critiquing - detecting ircorsistencies bebvecr a Evaltatirg a proposed sok Lor or judgments product ard exterral criteria (external bypottesis; Judging which of several based on sistency) Inethods provides 2 batter solution toa criteria and ‘Sample Ieartira ovicome verbs may ircide: grade, problem edit Reore, adge, reasor, appraise, assess, defend 3 stlmale, argue, rar, rale, suppor, review, gee, jesify, recommend, prove, disprove efute, ually, cilice, verify, evalcale, discuss 6. Create Create refers to “‘putting elements together to form a coherent or functional whole’ . k includes generating (such as generating alternative hypotheses), planning (such as devising a plan for accomplishing some task), and procucing (such as inventing a product).Create - put ‘elements together to Forma structure or reorganize clement inte @ new structure Generating - coming cp wih alisirative Hypotheses bases or enter Shmplelesering aclzome verbs may inch. de pererale, Fypolhestae, urcores, rescal expenmert, explore. Planning - devisi'g 9 procedure for come task mplishirg esign, devise, solve, propose, Taumclie, plan prepare, systematia Producing - ‘Sample Iegsrirg outcome verbs may clude: write, Eorstrech produce, compas, vert, cal, program, bell Pradccirg alterratives or Fypolheses - ereralirg akerraive methods for Achieving a particular result, Consequer ces tasks - sting all possible Consequences of a cevtain avert; Uses tasks «listing al possible ses for ar pbject Developing a soletion method, describing 50k Lor plars, or selecting soittion prs Fora alver arable, Developing a rovel product that eatisties descriptor