Complete thesis - Murdoch University

• know-how – problem solving capability based on experience rather than conceptuallearning (Hill et al, 1998)declarative knowledge is static and based on facts. It is concerned with properties ofobjects, persons and events and their relationships, involving all information that canbe consciously and directly accessed. Declarative memory deals with two subtypes ofknowledge:• topic or semantic – this comprises all the cultural structures of the environment(social, personal, professional, technical) and supports its knowledge organisation• episodic – experience with knowledge – the heuristics developed through experiencewith particular topic knowledge.Another approach views knowledge as an expanding multi-layered network of interconnectedknowledge entities (Patel and Kinshuk, 1996). Here size is indicative of the extent of knowledgeand intensity of interconnections the richness and depth of knowledge. This approachdefines the following as constituents of knowledge:• know-how – (operational) predominantly experiential, action driven• know-why – (causal) based on abstraction, reflection driven• know-when/where – (contextual) temporal and spacial context for know-how and knowwhy• know-about – (awareness) environmental context to allow similarities to be perceivedand an extension of understanding to the unknown to be undertaken. Also containspartial and imperfect knowledge of the constituents above.The negation aspects of these, and in particular of the first three constituents is also relevant,so, for example the know-how-not represents learning from mistakes.3.1.2 The nature of model makingModels are valuable for understanding complex information. The concept of model makingor schemata in psychology derives from the work of Bartlett in the 1920s and ultimately Kantin the 18th century. Bartlett (1932) showed how individuals, instead of merely reproducingideas, reworked them in the light of past experience. These observations led to the notionof schema or conceptual model as a mechanism to interact with, explain or make predictions107