FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W339944764> ?p ?o ?g. }

• W339944764 startingPage "81" @default.
• W339944764 abstract "Introduction Knowledge is a personal, inner state of abstraction that is drawn directly through meaning-making of our experiences in real-life situations. Personal interactions with objects of knowledge lead the knowledge seeker to become acquainted or connected with the understanding of facts, concepts, methods, rules and principles through a range of actions such as interpretation, rumination, analytical reasoning and observation. From a pedagogical perspective, knowledge can be construed as the internal state of knowing. It encompasses an intrinsic component that is buttressed by inquiries revolving around the why, and of the phenomena being studied. Knowledge in the learning context can be broadly classified into two main categories: declarative knowledge and procedural knowledge. Ontologically declarative knowledge relates to the what, where and when aspects of temporal and strategic knowledge domains. It is a static description which captures an insight of the physical world through the medium of words, images, sounds and emotions. For all practical purposes declarative knowledge can be identified with explicit knowledge or knowledge that can be coded and clearly articulated in textual, graphical or verbal structures of representations (Nickols, 2000). Since declarative knowledge deals with the exposition of facts, methods, techniques and practices, it can easily be expressed, recorded and disseminated in the form of artifacts, written norms and verbal communications to become explicit knowledge assets. Procedural knowledge is related to the procedure to carry an action out. Knowledge about how to do something is procedural knowledge. Procedural knowledge is instruction-oriented. It focuses on how to obtain a result (Turban & Aronson, 1988). The overview provided of the key concepts of declarative and procedural knowledge forms potentially gives rise to the natural question of how these two categories of knowledge could tie in together organically as the integral components of an educational program. Having worked in reform-minded educational institutions and schools of higher learning that have attempted to frame their curriculum design and instructional practices based upon constructivism as the underpinning epistemology, I have heard questions such as the following making their frequent rounds amongst teaching staff: How much of content information should I deliver to the students and how much of knowledge should I allow students to actively construct on their own through exploration and experimentation? Did I give away too much information in the course of conducting today's class without encouraging learner inquiry and higher order thinking? When and how much should I make use of didactic and dialogic instructional strategies in facilitating constructivist-based teaching approaches to foster authentic learning environments in my classes? In view of these and similar questions, I hope to outline a theoretical framework in the following sections that intrinsically blends together the pedagogy of the two classes of declarative and procedural knowledge within a learning design that is essentially learner-centric. I wish to highlight that the framework that I have proposed is not a rigid, granular structure that ought to be adhered to and applied in all specific contexts. Rather it is a flexible, generic model that could inform and guide educational practioners in their attempts at developing, organizing and implementing disciplinary curricula anchored upon principles of constructivism. My proposed framework is an adaptation based upon the critical evaluation of the ideas formulated by Nickols (2000) in his heuristics for thinking about knowledge. An Integrated Framework of Constructivist-Based Curricula Design Rationale of Proposed Framework Nickols has organized his framework from a knowledge management perspective. …" @default.
• W339944764 created "2016-06-24" @default.
• W339944764 creator A5000124719 @default.
• W339944764 date "2006-06-22" @default.
• W339944764 modified "2023-09-23" @default.
• W339944764 title "Organizing Curriculum Based upon Constructivism: What to Teach and What Not To" @default.
• W339944764 cites W1495419098 @default.
• W339944764 cites W1585818825 @default.
• W339944764 cites W1707104629 @default.
• W339944764 cites W1708874574 @default.
• W339944764 cites W1837558564 @default.
• W339944764 cites W2008704418 @default.
• W339944764 cites W2015599431 @default.
• W339944764 cites W2039602962 @default.
• W339944764 cites W2052094276 @default.
• W339944764 cites W2052385711 @default.
• W339944764 cites W2073375062 @default.
• W339944764 cites W2075355359 @default.
• W339944764 cites W2093950336 @default.
• W339944764 hasPublicationYear "2006" @default.
• W339944764 type Work @default.
• W339944764 sameAs 339944764 @default.
• W339944764 citedByCount "5" @default.
• W339944764 countsByYear W3399447642014 @default.
• W339944764 crossrefType "journal-article" @default.
• W339944764 hasAuthorship W339944764A5000124719 @default.
• W339944764 hasConcept C111472728 @default.
• W339944764 hasConcept C124469403 @default.
• W339944764 hasConcept C138885662 @default.
• W339944764 hasConcept C14156362 @default.
• W339944764 hasConcept C151730666 @default.
• W339944764 hasConcept C15744967 @default.
• W339944764 hasConcept C186528591 @default.
• W339944764 hasConcept C188147891 @default.
• W339944764 hasConcept C2779343474 @default.
• W339944764 hasConcept C41008148 @default.
• W339944764 hasConcept C56739046 @default.
• W339944764 hasConcept C56814567 @default.
• W339944764 hasConcept C86803240 @default.
• W339944764 hasConceptScore W339944764C111472728 @default.
• W339944764 hasConceptScore W339944764C124469403 @default.
• W339944764 hasConceptScore W339944764C138885662 @default.
• W339944764 hasConceptScore W339944764C14156362 @default.
• W339944764 hasConceptScore W339944764C151730666 @default.
• W339944764 hasConceptScore W339944764C15744967 @default.
• W339944764 hasConceptScore W339944764C186528591 @default.
• W339944764 hasConceptScore W339944764C188147891 @default.
• W339944764 hasConceptScore W339944764C2779343474 @default.
• W339944764 hasConceptScore W339944764C41008148 @default.
• W339944764 hasConceptScore W339944764C56739046 @default.
• W339944764 hasConceptScore W339944764C56814567 @default.
• W339944764 hasConceptScore W339944764C86803240 @default.
• W339944764 hasIssue "2" @default.
• W339944764 hasLocation W3399447641 @default.
• W339944764 hasOpenAccess W339944764 @default.
• W339944764 hasPrimaryLocation W3399447641 @default.
• W339944764 hasRelatedWork W155199975 @default.
• W339944764 hasRelatedWork W1575559909 @default.
• W339944764 hasRelatedWork W1613927320 @default.
• W339944764 hasRelatedWork W1983490290 @default.
• W339944764 hasRelatedWork W2061094558 @default.
• W339944764 hasRelatedWork W2212514669 @default.
• W339944764 hasRelatedWork W2234748556 @default.
• W339944764 hasRelatedWork W2245548285 @default.
• W339944764 hasRelatedWork W2300329211 @default.
• W339944764 hasRelatedWork W2337705837 @default.
• W339944764 hasRelatedWork W236346251 @default.
• W339944764 hasRelatedWork W2538797384 @default.
• W339944764 hasRelatedWork W2582628781 @default.
• W339944764 hasRelatedWork W2687819746 @default.
• W339944764 hasRelatedWork W2902184085 @default.
• W339944764 hasRelatedWork W2970466072 @default.
• W339944764 hasRelatedWork W2974339568 @default.
• W339944764 hasRelatedWork W3121883349 @default.
• W339944764 hasRelatedWork W3150179555 @default.
• W339944764 hasRelatedWork W60905740 @default.
• W339944764 hasVolume "41" @default.
• W339944764 isParatext "false" @default.
• W339944764 isRetracted "false" @default.
• W339944764 magId "339944764" @default.
• W339944764 workType "article" @default.