Chapter+4++Theories+of+knowledge


 * LEARNING AIDS**
 * (Judy Rohrer)**
 * This chart shows the differences between tacit and explicit knowledge. Tacit knowledge is more of what I teach in the arts and others perhaps in Physical Education or perhaps FACS among others. Explicit knowledge is more concrete and most-likely can be tested especially on a standardized test. Explicit knowledge can be discussed and is important while tacit knowledge cannot be discussed as concretely but yet it is important (Martinez, 107-108). Tacit knowledge can even be knowledge that we don't even realize that we possess.**

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====//Data Mining: An art of knowledge Discovery// ====

I found this chart is interesting epistemology . This chart which is done by Karl Popper who is a philosopher and a professor at the London School of Economic shows that knowledge has three worlds. First world is a the physical universe. Second world is our subjective personal perceptions, experiences, and cognition. Third world is the objective. Karl Popper clarifies the relationships between these worlds and how they influence each other.He explain how "World 1 drives and enables world 2 to exist, while world 2 tries to control and regulate world 1.World 2 produces world 3, while world 3 helps in the recall and the training/education/development/learning of world 2. World 3 describes and predicts world 1, while world 1 is the inferred logic of world 3." (Nourah)
 * [|knowledge] **




 * RELATED RESEARCH**

This study addresses the effects of practice and variability of practice on transfer and learning. Though, the study covers a lot of information that is not directly about transfer, it clearly indicates that during practice of skills, if high levels of variability are required, retention and transfer improves. The study uses a plethora of past research and five new experiments to improve the understanding of variability and early practice on learning. The experiment used a computer program that had individuals navigate a maze that was shaped like a pyramid to study the effects of variability. There were three different groups that were tested with different variations of the program. The results further strengthen previous ideas about the strengths of variability practice and further demonstrated the importance of early practice. (Stokes, 2008)

Article

**Transfer** (Martinez, 2010, pp. 113-114)

-Raymond Ramirez III

====**The Relevance of Prior Knowledge in Learning and Instructional Design** Authored by Telle Hailikari, MSc, Nina Katajavuori, PhD, and Sari Lindblom-Ylanne, PhD out of the University of Helsinki. It was submitted November 6, 2007; accepted February 24, 2008; and published October 15, 2008. The purpose of this study was conducted to determine how different types of **prior knowledge (declarative and procedural)** impact student achievement and how prior-knowledge assessment can be used as an instructional design tool.====

The link below is relevant to Chapter 4 - Theories of Knowledge, specifically in relation to **declarative and procedural knowlege** under the subheading of //**artifical intelligence**// as one of the six types of knowledge we have learned about in Chapter 4. The title itself is really self-explanatory in regard to what these researchers were trying to achieve and the study would be useful for any teacher trying to better understand how to design instruction, delivery thereof, and the assessment of the content learned.

CLICK ON ONE OF THE LINKS BELOW TO FURTHER LEARN HOW TO USE SUCH KNOWLEDGE IN YOUR OWN CLASSROOM: [|Chapter 4 Theories of knowledge] http://www.ajpe.org/aj7205/aj7205113/aj7205113.pdf

SUBMITTED BY Sabrina Allen Found the web pages of ScienceDaily.com under the subtopics: //educational psychology// and then //intelligence//

The study, "Retrieval Practice Produces More Learning Than Elaborative Studying With Concept Mapping," by Jeffrey D. Karpicke, a Purdue assistant professor of psychological sciences. The researchers set up two experiments to compare outcomes of two learning strategies, elaborative studying with concept maps and practicing retrieval, in science education. The findings are that students performed better in both assessing long-term learning and meaningful learning by retrieval practiced than studying with concept maps. The findings are given the evidence to researcher's word," Learning is about retrieving. So it is important to make retrieval practice an integral part of the learning process." (Karpicke, 2011). In addition, the researcher mentioned that there is nothing wrong with concept maps learning but it is good to find the most efficient way to use retrieval as a learning method for studying science.

National Science Foundation (2011, January 21). Learning science : Actively recalling information from memory beats elaborate study methods. //ScienceDaily//. Retrieved January 30, 2011, from http://www.sciencedaily.com­ /releases/2011/01/110121111216.htm

[|Concept maps V.S. Retrieval practice]

Concept Maps (Martinez, 2010, p.96-97)

Yi-Niu

Watson & Jeopardy!
 * WEB LINKS**
 * This YouTube video is about Watson (an IBM computer) vs. two humans on a Jeopardy! competition. In fact, this video mentions Deep Blue, IBM's supercomputer found on page 94, Interest Magnet 4.1 (Martinez, 2010). It comments that computers are becoming better at understanding the nuances of language, however, I found it interesting that Watson got off track, and continued to make error after error. This almost seemed human like to me, when people make errors, they sometimes "panic" and make mistakes they wouldn't usually make.**
 * The video also mentions how people communicate fluently in natural, everyday language. This is an especially difficult task for computers.**
 * Deanne**

media type="youtube" key="mzbRpMlEHzM" height="390" width="480" This is a fun experiment that illustrates the schema theory of knowledge, and how the organization of schemas (clusters of related knowledge) from prior knowledge helps us to learn new information more easily. On page 98 in our textbook, Martinez demonstrates that much of our schema knowledge is shared with his example of the connections we make to the word "Thanksgiving." Without giving away the end of the video, I'll just say that what the men here are talking about should be easy to figure out given the familiar schema and "script" (98), but I didn't catch on until the answer was revealed! (Erin)

This is a famous clip of "Who's on First" by Abbott and Costello which outlines how difficult our language can be to acquire and make sense of. It's linked to the "sense and reference" section in the text. (pg 89, Martinez) In the section, it describes how "sense" is the actual meaning of a word, but then "reference" is how it applies to the real world. They give the example of the Statue of Liberty in the text. In the clip, the two comedians go back and forth with their sketch and the different meanings of the words, "who" "what" "I don't know" and a few others. It shows that, in teaching, we need to define terms first in order for students to learn the most out of their lessons. (Brittany) media type="youtube" key="sShMA85pv8M" height="390" width="480"