Declarative procedural and functional knowledge

1. Knowledge is power
but without action
knowledge is
useless.

2. HOW MANY
DOORS ARE
THERE IN YOUR
HOME?

3. HOW MANY
LETTERS ARE
THERE IN
ALPHABET?

4. CATEGORIZE KNOWLEDGE ACCORDING
TO TYPE: DECLARATIVE, PROCEDURAL
AND FUNCTIONAL KNOWLEDGE.
INTENDED LEARNING OUTCOME
(ILO)
In this lesson you will be able
to:

5. FUNCTIONAL
KNOWLEDGE
PROCEDURAL
AND
DECLARATIV
E,

6. LEARNING POINT: CATEGORIES OF KNOWLEDGE
Acquisition of knowledge is one of the outcomes of the learning process.
The other outcomes have something to do with acquisition and the
development of skills, attitudes values, and a lot more. Among these, however,
knowledge is basic. One has to have knowledge as for example, before he
can develop certain attitudes or skills.
A look at the literature shows that experts and researches identify and
classify knowledge in several ways. For the purpose of this chapter, the
classification of knowledge will focus only on three, namely, declarative,
procedural, and functional knowledge.

7. DECLARATIVE
KNOWLEDGE
the information acquired that one can speak
about
all "ABOUT" the things we know or can
declare
facts and events that can be stored and
easily be recalled

8. DECLARATIVE
KNOWLEDGE
EXAMPLE
S:
1. The radius of the earth is about 6500 km.
2. Ice is less dense than liquid water.
3. 2 + 2 = 4
4. There are total of 208 different countries in the world and
there are 7 continents.
5. Friday is the day after Thursday.
6. A car has a four tires.

9. THREE (3) SUBTYPES OF
DECLARATIVE KNOWLEDGE
COGNITION (Harris, n. d.)
1.Labels and names (pairing information)
- Individuals mentally make a connecting link between two
elements.
2. Facts and lists (describing relationships)
- A fact describe a relationship between or among concepts.
3. Organized discourse (thread of meaning running
throughout)
- Discourse involves the comprehension of a thread of
meaning that runs through an extensive body of information.

10. PROCEDURAL
KNOWLEDGE
knowing "HOW" to do a certain task
knowledge that a person knows to do
which can better be expressed by doing
it than explaining

11. PROCEDURAL
KNOWLEDGE
EXAMPL
E: Riding a bicycle.

14. FUNCTIONAL
KNOWLEDGE
any piece of stored information
that can be adapted and applied
to different circumstances, or are
transferable to different settings.

15. FUNCTIONAL
KNOWLEDGE
- is the practice of consolidating data from
disparate sources into a single dataset with the
ultimate goal of providing users with consistent
access and delivery of data across the
spectrum of subjects and structure types, and
to meet the information needs of all
applications and business processes.
1. INFORMATION
INTEGRATION
EXAMPLE
:

16. FUNCTIONAL
KNOWLEDGE
EXAMPLE
:
2.DATA
WAREHOUSE
- a data warehouse is a type
of data management system
that is designed to enable and
support business intelligence
(BI) activities, especially
analytics.

17. OTHER WAYS OF CLASSIFYING
KNOWLEDGE
-refers to biological
memory reflecting not
only what happened but
also where and when it
happened.
1. EPISODIC
KNOWLEDGE

18. EPISODIC
KNOWLEDGE
EXAMPLES
:
📣Reminiscing about your first kiss.
📣Recalling your first day of school.
📣Knowing the name and breed of your first
dog.
📣Remembering your wedding day.
📣Recalling the guests at your best friend’s
18th birthday party.
📣Remembering your lab partner in college
chemistry class.
📣Remembering your first day on a new job.

19. - deals with memories and
information but not tied to
personal biographies.It is
organized knowledge about
facts, concepts,
generilizations, and their
associations.
2. SEMANTIC
KNOWLEDGE

20. SEMANTIC
KNOWLEDGE
EXAMPLES
:
📣Knowing that grass is green
📣Knowing how to use scissors
📣Understanding how to put words
together to form a sentence
📣Recognizing the names of colors
📣Knowing how to use the phone
📣Knowing that April 1564 is the
date on which Shakespeare was
born.

22. THREE (3) SUBTYPES OF SEMANTIC
KNOWLEDGE
Claim by Anderson and Krathwohl (2001)
- Statement of truth that deals with what we
know about the world.
1.
DECLARATIVE
Water is made up of hydrogen and
oxygen, H2O.
EXAMPLE
:

23. 2.
PROCEDURAL
-Knowledge of about how things are
done.
Driving a car.
EXAMPL
E:

24. Conditional knowledge refers to the
knowledge about when to use a
procedure, skill, or strategy or when
not to. Such knowledge allows us to
assign optimal resources for various
tasks.
3. CONDITIONAL

25. DECLARATIVE
KNOWLEDGE
PROCEDURAL
KNOWLEGDE
CONDITIONAL
KNOWLEDGE
Mobile phone is a portable
telephone.
How to make phone calls. When to pick up the phone and
hang up.
Cars usually have four wheels. How to drive a car. When to lock the seatbelt and
unlock it.
SUBTYPES OF SEMANTIC
KNOWLEDGE
EXAMPLE
:

26. DECLARATIVE KNOWLEDGE IS ORGANIZED
ACCORDING TO VARIOUS LEVELS:
a. Descriptions
b. Time Elements
c. Process
d. Causal Relationship
e. Episodes
f. Generalization
g. Principles
h. Concepts

27. DIMENSIONS OF
KNOWLEDGE
The knowledge of classification, principles, generalizations,
theories, models, situation pertinent to a particular discipline. One
may able to know and explain the theory of multiple intelligences.
1. CONCEPTUAL
KNOWLEDGE
1.Knowledge of classifications and categories.
EXAMPL
E:
2.Knowledge of principles and generalizations.
3.Knowledge of theories, models and structures.

28. 2. METACOGNITIVE
KNOWLEDGE
Awareness of one's own cognition and
particular cognitive processes.
EXAMPL
E:
1. Strategic Knowledge
2. Knowledge about cognitive tasks,
including appropriate contextual and
conditional knowledge.
3. Self- Knowledge

29. It is basic to specific disciplines like
science or math.
3. FACTUAL KNOWLEDGE
1.Knowledge of terminology.
2. Knowledge of specfic details and
elements.
EXAMPL
E:

30. as earlier mentioned, appropriate interventions or activities given to students, as well as
appropriate methodologies will help improve the quality of the knowledge ac quired by
students. Santrock (2011) claimed that mental processes of experts can help the teachers
guide the students into becoming more effective learners.Studies have shown that experts
are better than novices along the following:
LEARNING POINT: EDUCATIONAL IMPLICATIONS
OF KNOWLEDGE ACQUISITION
a. Detecting features and meaningful patterns of information
b. Accumulating more content knowledge and organizing it in manner that
indicates understanding of the topic
c. Retrieving important aspects of knowledge with little effort
d. Adapting an approach to new situations
e. Using effective strategies

31. Knowing the above approaches that experts use in dealing with knowledge
or information, teachers would be able to determine appropriate strategies
to help students also apply these approaches experts use.
a. Detecting Features and Meaningful of
Organization
-Experts are better able to deteact important features
of problems and context not noticed by novices.
b. Organization and Depth of
Information
- Experts knowledge is organized around the important ideas or
concepts.Thus they have a deeper understanding of knowledge
than novices.

32. c. Fluent Retrieval
- Experts along a certain area, are able to retrieve information fluently or
without much effort.
d. Adaptive
Expertise
- Experts are able to approach unique or new situations in a flexible manner
and are not limited to the "old" approach they usually use.
e. Strategies
f. Spreading Out and Consolidating
Learning
- Experts use effective strategies in understanding information in their area of
expertise and in advancing it.
- Teachers should always talk to students on the importance of reviewing
and monitoring regularly what they have learned.

33. i. Using a Study
System
g. Asking Themselves
Questions
- Teachers should encourage students to ask
themselves questions.
h. Taking Good
Notes
- This refers to taking good notes while reading
a text or from a lecture.
- This refers to a system that student should adapt for studying. An
established study system will help learners for more meaningful learning.

34. Certain types of teaching methods or techniques are appropriate to best
develop particular types of knowledge and outcomes. If therefore
requires the teacher to know exactly what kind of learning students need
to develop.
a. For Developing Declarative
Knowledge
- the appropriate methods would be to provide activities
on organizing listing and elaborating to facilitate learning.
b. For developing Concept Learning
- applications of learning is the most appropriate. This does not involve
memory recall as in declarative learning but the use of inquiry or
expository approach is the more appropriate to use.

35. c. For Learning
procedures
- the application of procedural methods of reach
the final product is a good approach.
d. For Learning of
principles
- cause and effect strategies are effective to
teach principles.

36. Identify if the following thoughts are more of declarative,
procedural, or functional knowledge.
1. I know that the context of this problems is not suited to the theory.
2. How to throw a boomerang?
3. Friday is the day after Thursday.
4. Financial or order to cash processes.
5. There are total of 208 different countries in the world and there are
7 continents.