The DOI matches its Crossref record; 49 of the 49 references it cites were found in a registry or an index.
Types and qualities of knowledge
Open accessAbstract
Research in learning and instruction claims a central role for the concept of knowledge. The knowledge base of a person, it is now generally assumed, is made up of different types of knowledge. The most well-known examples are declarative and procedural knowledge, but more elaborate distinctions exist. Furthermore, the knowledge base is characterized by different qualities, such as level (deep or surface) of knowledge, generality of knowledge, level of automization of knowledge, modality of knowledge, and structure of knowledge. The present article examines the concept of knowledge by presenting a matrix that takes types arid qualities of knowledge as its dimensions. This matrix can be used to classify research on knowledge by linking aspects such as knowledge assessment techniques, expert-beginner differences, instructional measures, and learning goals to the cells of the matrix.
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Anderson, J. R. (2013) · doi:10.4324/9781315799438 · Cited by 6,761
Categorization and Representation of Physics Problems by Experts and Novices*
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ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*
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Why a Diagram is (Sometimes) Worth Ten Thousand Words
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Schemata: The Building Blocks of Cognition
Rumelhart, D. E. (2017) · Theoretical Issues in Reading Comprehension · doi:10.4324/9781315107493-4 · Cited by 2,581
Expert and Novice Performance in Solving Physics Problems
Larkin, J., McDermott, J., Simon, D. P., & Simon, H. A. (1980) · Science · doi:10.1126/science.208.4450.1335 · Cited by 2,109
Toward an epistemology of physics
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The gamification of learning: a meta-analysis
Sailer, M., & Homner, L. (2020) · Educational Psychology Review · doi:10.1007/s10648-019-09498-w · Cited by 2,594
Berthold, K., Eysink, T. H. S., & Renkl, A. (2009) · Instructional Science · doi:10.1007/s11251-008-9051-z · Cited by 238
Eysink, T. H. S., de Jong, T., Berthold, K., Kolloffel, B., Opfermann, M., & Wouters, P. (2009) · American Educational Research Journal · doi:10.3102/0002831209340235 · Cited by 158
Self-citationHattan, C., Alexander, P. A., & Lupo, S. M. (2024) · Review of Educational Research · doi:10.3102/00346543221148478 · Cited by 90
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
Lachner, A., Hoogerheide, V., van Gog, T., & Renkl, A. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09643-4 · Cited by 77
Metadata
- Authors
- de Jong, T., & Ferguson-Hessler, M. G. M.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 1996-04-01
- Volume
- 31
- Issue
- 2
- Pages
- 105-113
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2067604206
- Cited by
- 722
- References
- 49
- FWCI
- 6.25
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
