Konzeptuelles und prozedurales Wissen als latente Variablen: Ihre ...

54 Kapitel 4
Tabelle 3: Definitionen konzeptuellen und prozeduralen Wissens.
Quelle Konzeptuelles Wissen Prozedurales Wissen
Hiebert &
Lefevre
(1986,
S. 3ff)
Byrnes &
Wasik (1991,
S. 777)
Rittle-
Johnson &
Siegler
(1998,
S. 77)
Rittle-
Johnson &
Alibali (1999,
S. 175)
Haapsalo &
Kadijevich
(2000, S.
141)
Rittle-
Johnson et
al. (2001,
S. 346)
“Conceptual knowledge is characterized
most clearly as knowledge that is rich in
relationships. It can be thought of as a
connected web of knowledge, a network in
which the linking relationships are as
prominent as the discrete pieces of
information. Relationships pervade the
individual facts and propositions so that all
pieces of information are linked to some
network.”
“Conceptual knowledge, which consists of
the core concepts for a domain and their
interrelations (i.e., ‘knowing that’), has been
characterized using several different
constructs, including semantic nets,
hierarchies, and mental models.”
“We define conceptual knowledge as
understanding of the principles that govern
the domain and of the interrelations between
pieces of knowledge in a domain (although
this knowledge does not need to be explicit).
In the literature, this type of knowledge is
also referred to as understanding or
principled knowledge.”
“We define conceptual knowledge as explicit
or implicit understanding of the principles
that govern a domain and of the
interrelations between pieces of knowledge
in a domain.”
“Conceptual knowledge denotes knowledge
of and skilful ‘drive’ along particular
networks, the elements of which can be
concepts, rules (algorithms, procedures,
etc.), and even problems […] given in
various representational forms.”
“We define conceptual knowledge as implicit
or explicit understanding of the principles
that govern a domain and of the
interrelations between units of knowledge in
a domain. This knowledge is flexible and not
tied to specific problem types and is
therefore generalizable. Furthermore, it may
or may not be verbalizable. To assess
conceptual knowledge, researchers use
novel tasks, such as counting in
nonstandard ways or evaluating unfamiliar
procedures. Because children do not
already know a procedure for solving the
task, they must rely on their knowledge of
relevant concepts to generate methods for
solving the problems.”
“Procedural knowledge consists of rules,
algorithms, or procedures used to solve
mathematical tasks. A key feature of
procedures is that they are executed in a
predetermined linear sequence. It is the
clearly sequencial nature of procedures that
probably sets them most apart from other
forms of knowledge. […]
The procedures we are describing can be
characterized as production systems
(Anderson, 1983, Newell & Simon, 1972) in
that they require some sort of recognizable
input for firing.”
“Procedural knowledge, on the other hand,
is ‘knowing how’, or the knowledge of the
steps required to attain various goals.
Procedures have been characterized using
such constructs as skills, strategies,
productions, and interiorized actions.”
“We define procedural knowledge as action
sequences for solving problems. In the
literature, this type of knowledge is
sometimes referred to as skills, algorithms,
or strategies.”
“We define procedural knowledge as action
sequences for solving problems.”
“Procedural knowledge denotes dynamic
and successful utilization of particular rules,
algorithms or procedures within relevant
representational form(s). This usually
requires not only the knowledge of the
objects being utilized, but also knowledge of
format and syntax for the representational
system(s) expressing them.”
“We define procedural knowledge as the
ability to execute action sequences to solve
problems. This type of knowledge is tied to
specific problem types and therefore is not
widely generalizable. To assess procedural
knowledge researchers typically use routine
tasks, such as counting a row of objects or
solving standard arithmetic computations,
because children are likely to use previously
learned step-by-step solution methods to
solve the problems.”