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Module 6 - Facilitating Learner - Centered Teaching

The document discusses different types and qualities of knowledge. It describes episodic knowledge as biographical memories and semantic knowledge as general facts and concepts not tied to personal experiences. Semantic knowledge includes declarative knowledge about facts and truths, procedural knowledge of how to do things, conditional knowledge of when to apply information, and strategic knowledge to organize problem solving. Concepts are mental representations that categorize entities into natural, artifact, and nominal groupings. Generalizations show relationships among concepts through if-then statements. Knowledge acquisition techniques outlined include protocol generation, analysis, hierarchy production, grid construction, sorting, and diagram-based methods.

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Sheila Mae Paltep
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4K views3 pages

Module 6 - Facilitating Learner - Centered Teaching

The document discusses different types and qualities of knowledge. It describes episodic knowledge as biographical memories and semantic knowledge as general facts and concepts not tied to personal experiences. Semantic knowledge includes declarative knowledge about facts and truths, procedural knowledge of how to do things, conditional knowledge of when to apply information, and strategic knowledge to organize problem solving. Concepts are mental representations that categorize entities into natural, artifact, and nominal groupings. Generalizations show relationships among concepts through if-then statements. Knowledge acquisition techniques outlined include protocol generation, analysis, hierarchy production, grid construction, sorting, and diagram-based methods.

Uploaded by

Sheila Mae Paltep
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Module 6

Republic of the Philippines


MALLIG PLAINS COLLEGES INC.
Casili, Mallig, Isabela

FACILITATING LEARNER – CENTERED TEACHING

MODULE 6

TYPES AND QUALITIES OF KNOWLEDGE

KNOWLEDGE

Various types of knowledge are received and processed through the senses. We use five
different learning modalities – hearing, vision, touch, taste and smell. Hearing and vision are
receptors of knowledge and not expressers of knowledge. Teachers should identify the what
(knowledge structure) and the how (process) of knowledge representation and its manipulation.

Types:
1. Episodic knowledge - biographical memory reflecting not only what happened but also
where and when it happened. these make up our lives as individual beings. We have our
individual and personal histories that make up who we are.
2. Semantic knowledge - deals with memories and information that are not tied to our
personal biography. These are generalizations, concepts, facts and their associations.
Types of Semantic Knowledge:
a) Declarative knowledge – statement of truth; what we know about the
world.
It is organized according to various levels:
 Descriptors
 Episodes
 Time elements
 Generalizations
 Process
 Principles
 Causal relationship
 Concepts
b) Procedural knowledge - how things are done. It is concerned with
knowing how.
c) Conditional knowledge - accounts for knowing “when”. We should know
the appropriate time and condition in which certain information is to be
used. Not all forms of knowledge are legitimate. To be such, they must be
rational; empirical, and pragmatic.
d) Strategic knowledge – help us organize our problem-solving processes by
specifying the stages followed in order to arrive at solutions.

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Facilitating Learner – Centered Teaching


Module 6

ORGANIZATION OF SEMANTIC KNOWLEDGE


Semantic knowledge deals with generalizations, categories, concepts, facts and their
associations.
Facts are things known to be true. They are specific bits of information that relate to a
specific event, person, object or situation. They never stand alone.
Facts should be differentiated from the following:
Data are the things gathered through the process of research.
Information is a definite knowledge.
Ideas may be suggestions, impressions or opinions.
Wisdom is gained through experience. a wise decision learned from great
knowledge and experience.
Concepts are the basic units of thinking. Concepts are general, abstract ideas of
things, events, and qualities that share common characteristics. Concepts help us
improve our ability to form, apply, define, and relate concepts.
Properties are common characteristics shared by all examples of a concept. Signs
name certain concepts; they are the words or phrases in spoken or written forms.
Referents are typical examples of those concepts or the concrete objects that
symbols represent.

Some concepts can be recognized as simple or complex. Simple concepts are plain and
straightforward. Complex concepts are of two types: conjunctive concepts refer to the presence of
two or more qualities at the same time. The concept “Mother”, It is conjunctive because it has
two simultaneous qualities (female and someone acting as a parent). Disjunctive concepts refer to
the existence of one of two common qualities or both. The concept “Influenza”, can be caused by
one of two common qualities (high temperature and colds). Concepts can also be concrete or
defined. Concrete concepts are those which physical characteristics permits us to classify
objects. Defined concepts are those that are treated beyond their characteristics in their
definition.
Concepts are mental representations to denote a set of entities. They are our overarching
knowledge about things. In order to understand concepts, we need to categorize entities.
Categories are the divisions of concepts. There are three types of categories: natural, artifact and
nominal categories.
Natural categories are natural groupings that occur in a natural setting. For example, the
universe, the stars, and other members of the solar system are natural categories. Also butterflies,
flowers, trees and rivers.
Artifact categories are man-made categories. Examples are books, schools, curricula,
gadgets, machines and equipment.

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Facilitating Learner – Centered Teaching


Module 6

Nominal categories are arbitrary. They are labels assigned to a situation or thing that is
pre-specified. Meanings attached to nominal categories change. For example, the concept
“neighbor” has a nominal category. Its meaning is unstable. A neighbor may be a friend or an
enemy who lives nearby, or one who lives next door.
Generalizations are statements that contain the if-then or predictive characteristics. These
show relationships among concepts. Using a generalization in relation to “learning” could be:
“As reinforcement increases the level of motivation, the patterns of learning change”. Clearly,
this generalization expresses relationship among reinforcement, motivation, and change.
The levels of knowledge:
 Facts
 Skills
 Concepts
 Principles
 attitudes or dispositions
Knowledge plays a pivotal role in learning.

QUALITIES OF KNOWLEDGE
It may be described as generic, abstract, informal, elaborate and structured. Each quality
is suited to each type of knowledge while others are used in more general way. Although these
qualities are described, sometimes some seem to overlap.

KNOWLEDGE ACQUISITION TECHNIQUES


 Protocol - generation involves different means of getting information through interviews
and observations.
 Protocol analysis involves the scrutiny of interview results or other documents to
identify different kinds of information.
 Hierarchy production includes types of laddering in order to build taxonomies such
as grading or ranking structures.
 Grid-construction deals with the formulation of reference lines on map or repertory
frames used in order to provide, classify, analyze and itemize various conceptual
properties.
 Sorting out includes putting together things that have the same attributes so that we
can organize and disentangles something.
 Diagram-based involves provision, application, and processing of concepts to indicate
statistical trends or mathematical trends.

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Facilitating Learner – Centered Teaching

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