Conceptual knowledge
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[edit] Definitions
Conceptual knowledge refers to a person’s representation of the major concepts in a system. Examples include being able to answer questions such as, "What is the difference between the units-column and the tens-column in two-column addition problems such as 39+45=___?”
Conceptual Knowledge
- Knowledge rich in relationships and understanding
- It is a connected web of knowledge, a network in which the linking relationships are as prominent as the discrete bits of information.
- Examples concepts – square, square root, function, area, division, linear equation, derivative, polyhedron
- By definition, conceptual knowledge cannot be learned by rote. It must be learned by thoughtful, reflective learning.
- Is it possible to have conceptual knowledge/understanding about something without procedural knowledge?
Procedural Knowledge
- Knowledge of formal language or symbolic representations
- Knowledge of rules, algorithms, and procedures
Conceptual knowledge is also known as: The kind of knowledge that may be transferred between situations. This is different from Routine Knowledge, which is knowledge that is applicable only to certain situations.
[edit] Types of Conceptual knowledge:
• Data – sensory observations (example: see plant growing)
• Information – logical correlations of data
• Knowledge – abstraction, assimilation, understanding by humans
• Wisdom – judgment and use of knowledge
• Decision – when wisdom is applied to problem solving
• Action – when decision is executed for operation
[edit] Types of Concepts
Concepts come in at least five forms:
- Concrete concepts: Concrete concepts can be seen, touched, or heard. In other words they have some direct sensory input. Examples of concrete concepts include furniture, transportation, and dog.
- Abstract concepts: Abstract concepts are thought to have no direct sensory input unless by metaphor or analogy. The concepts of metaphor and analogy can be thought of abstract concepts.
- Verbal concepts: Verbal concepts are often thought of as classes of ideas or objects that are best understood and used using language. Examples include friendship and irony. These examples may also be classified as abstract concepts. Therefore, types of concepts may overlap.
- Non-verbal concepts: Nonverbal concepts are often thought to be best understood making mental pictures to represent their critical attributes. The process of painting mental pictures to aid learning and production is often referred to as visualization. Examples of nonverbal concepts include perimeter, area, volume, and mass.
- Process concept: Process concepts represent mechanisms such as photosynthesis or an atomic reaction.
[edit] Implications for Instruction
Developing Conceptual and Procedural knowledge
In a study of Conceptual and procedural knowledge of mathematics, reported by Rittle-Johnson, Bethany; Alibali, Martha Wagner, in the Journal of Educational Psychology, the researchers examined relations between children's conceptual understanding of mathematical equivalence and their procedures for solving equivalence problems (e.g., 3+4+5=3+9). Students in 4th and 5th grades completed assessments of their conceptual and procedural knowledge of equivalence, both before and after a brief lesson. The instruction focused either on the concept of equivalence or on a correct procedure for solving equivalence problems.
Conceptual instruction led to increased conceptual understanding and to generation and transfer of a correct procedure.
Procedural instruction led to increased conceptual understanding and to adoption, but only limited transfer, of the instructed procedure.
These findings highlight the causal relations between conceptual and procedural knowledge and suggest that conceptual knowledge may have a greater influence on procedural knowledge than the reverse. (PsycINFO Database Record (c) 2005 APA, all rights reserved)
[edit] References
Conceptual and procedural knowledge of mathematics: Does one lead to the other? By Rittle-Johnson, Bethany; Alibali, Martha Wagner, Journal of Educational Psychology. 91(1), Mar 1999, 175-189. http://www.apa.org/journals/edu.html
Mayer, Richard Learning and Instruction 2003 Prentice Hall
Gopinath, M. A. Lectures on Conceptual Knowledge Processing 2001 Sarada Ranganathan Endowment for Library Science Banalore, India
