The development of the representation of conceptual knowledge in memory and the design of instruction

S. Dijkstra

Research output: Contribution to journalArticleAcademic

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Abstract

Knowledge comprises facts, concepts and principles. Skills are categorized as either cognitive or motor skills, which are essential for solving problems. The acquisition of knowledge and skills is guided by instructions and by presenting problems to students. Firstly, the instructions for acquiring concepts, based on principles, are discussed and a model for teaching is presented. Further, the integration of class and relational concepts, together with principles, is shown to be necessary for solving problems.
Original languageEnglish
Pages (from-to)339-350
JournalInstructional science
Volume17
Issue number4
DOIs
Publication statusPublished - 1988

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instruction
Motor Skills
Teaching
Students
student

Keywords

  • IR-85972

Cite this

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abstract = "Knowledge comprises facts, concepts and principles. Skills are categorized as either cognitive or motor skills, which are essential for solving problems. The acquisition of knowledge and skills is guided by instructions and by presenting problems to students. Firstly, the instructions for acquiring concepts, based on principles, are discussed and a model for teaching is presented. Further, the integration of class and relational concepts, together with principles, is shown to be necessary for solving problems.",
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The development of the representation of conceptual knowledge in memory and the design of instruction. / Dijkstra, S.

In: Instructional science, Vol. 17, No. 4, 1988, p. 339-350.

Research output: Contribution to journalArticleAcademic

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AB - Knowledge comprises facts, concepts and principles. Skills are categorized as either cognitive or motor skills, which are essential for solving problems. The acquisition of knowledge and skills is guided by instructions and by presenting problems to students. Firstly, the instructions for acquiring concepts, based on principles, are discussed and a model for teaching is presented. Further, the integration of class and relational concepts, together with principles, is shown to be necessary for solving problems.

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