The document discusses different types and levels of knowledge. It defines factual, conceptual, and procedural knowledge based on Bloom's taxonomy. Factual knowledge involves basic elements and details, conceptual knowledge involves relationships among ideas, and procedural knowledge involves skills and methods. Knowledge can be represented declaratively through simple recall or at higher levels through understanding and application. Procedural knowledge similarly ranges from recalling steps to demonstrating strategies. The document provides examples to illustrate the differences between knowledge levels.

2. “What students should know”
used frequently as a concept for inclusion of
important learning outcomes and standards.
We need to be more specific of what is meant by
“know” and “knowledge”.

3. Knowledge Representation
 Bloom’s taxonomy provided a definition of knowledge.
o (knowledge is the first, and “lowest” level of categories in the
cognitive domain)
 Remembering something {recall or recognize facts,
definitions, terms, concepts, procedures, principles, and
other information}

4. In revision of Bloom’s taxonomy, the original
knowledge category is divided into two
categories:
“knowledge dimension” and “remembering as
a cognitive process”

5. Factual Knowledge
Encompasses basic elements about a discipline,
including knowledge of terminology ( specific
verbal and nonverbal labels and symbols) and
knowledge of specific details and elements
(events, location, sources of information, dates
and other information pertaining to a subject)

6. Part of
Knowledge
Dimension of
New Taxonomy

7. Major
Types
Definition Subtypes Examples
Factual
Knowledge
Basic elements of
discipline
Knowledge of terminology
Knowledge of specific details and
elements
Vocabulary symbols
Major facts important
to good health
Conceptual
Knowledge
Interrelationships
among basic elements
that enable them to
function together
Knowledge of classifications and
categories
Knowledge of principles and
generalizations
Knowledge of theories, models, and
structures
Forms of business
Law of supply and
demand
Theory of evolution
Procedural
Knowledge
How to do
something, methods of
inquiry, and skills,
algorithms, and
methods
Knowledge of subject-specific skills
and algorithms
Knowledge of subject-specific
techniques and methods
Knowledge of criteria for
determining when to use appropriate
procedures
Painting skills,
division algorithm
Scientific method
Knowing when to
apply Newton’s second
law

8. Remembering is only a part of what occurs
when students learn
Knowledge representation is how information
is constructed and stored in a long-term
memory and working memory.

10. Declarative Knowledge and
Understanding
Information that is retained about something,
knowing that it exists.
Information learned can be ordered hierarchically,
depending on the level of generality and degree of
understanding that is demonstrated and the way
the knowledge represented.

11. At the lowest level: similar to Bloom’s first
level
Knowledge is represented by simple
association and discrimination, such as rote
memory.

12. At a higher level: consists of concepts, ideas
and generalizations (fully understood and
applied)
Involves understanding (comprehension or
application); (understanding or applying)

13. Simple understanding involves either
comprehension or application.
Comprehension Understanding similar to
understand in revised Bloom's taxonomy and
comprehension in original taxonomy

14. Application understanding is the same as
application in Bloom’s original taxonomy and apply
in the revision
Declarative knowledge can exist as recall,
recognition or simple understanding depending on
the intent of the instruction and how the
information is learned.

15. The nature of the representation moves from rote
memorization association of facts to generalized
understanding and usage. This is a critical
distinction for both learning and assessment.

16. Constructivist views contend that students
learn most effectively when they connect new
information meaningfully to an existing
network of knowledge. Constructivists believe
that new knowledge is acquired through a
process of seeing how something relates,
makes sense, and can be used in reasoning.

17. Understanding requires recall.
It is better to state learning targets that
require understanding but teach and test for
recall as well because on is a prerequisite to
the other.

18. Procedural Knowledge and
Understanding
Is knowing how to do something
Knowledge that is needed to carry out an
action or solve problems

19. What is demonstrated is knowledge of the
strategies, procedures and skills students must
engaged in.
Ex. How to tie shoes
How to divide fractions
How to check out library books

20.  Like declarative knowledge, procedural knowledge can
be demonstrated at different levels.
 At the level of recall: students simply identify or repeat
the needed steps. Simple understanding is indicated as
students summarize in their own words (comprehension)
and actually use the steps in executing a solution
(application).

21. Part of Cognitive
Process Dimension of
New Taxonomy

22. Major
Types
Definition Subtypes Illustrative
verbs
Examples
Remember
Retrieval of
knowledge from long
term memory
Recognizing
Recalling
Identifying
Retrieving
Recognize dates
of important
events
Recall dates of
important events
Understand
Construct meaning
from oral, writer, and
graphic
communication
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Representing,
translating
Illustrating
Categorizing,
subsuming
Abstracting,
generalizing
Concluding,
predicting
Paraphrase
meaning in
important
speeches
Give examples of
painting styles
Classify different
types of rocks
Write a summary
of story
Draw a
conclusion from
a data presented

23. Understand
Comparing
Explaining
Contrasting,
mapping
Constructing
models
Compare
historical
events to
contemporary
events
Show cause-
and-effect of
pollution
affected by
industry
Apply
Carry out a
procedure
Executing
Implementing
Carrying out
Using
Divide whole
numbers
Apply
procedures to
an unfamiliar
task

24. Definitions of the
Levels of Declarative
and Procedural
Knowledge

25. Level Declarative Procedural
Knowledge
Remembers, restates,
defines, identifies,
recognizes, names,
reproduces, or selects
specific facts, concepts,
principles, rules, or theories
Remembers, restates,
defines, identifies,
recognizes, names,
reproduces, or selects
correct procedure, steps
skills, or strategies
Simple
Understanding
(Comprehension)
Converts, translates,
distinguishes, explains,
provides example,
summarizes, interpret, infers,
or predicts, in own words,
essential meanings of
concepts and principles
Converts, translates,
distinguishes, explains,
provides examples,
summarizes,, interprets,
infers or predict, in own
words, correct procedure,
step, skills, or strategies
Simple
Understanding
(Application)
Uses existing knowledge of
concepts, principles, and
theories, in new situations,
to solve problems, interpret
information, and construct
responses
Uses existing knowledge of
correct procedures, steps
skills, or strategies, in new
situations, to solve problems,
interpret information, and
construct responses

26. Examples of
Declarative and
Procedural
Knowledge and
Simple
Understanding

27. Declarative
Knowledge Is able to define the word democracy
Simple Understanding (comprehension) Is able to give three examples of
countries that are democracies
Simple Understanding (application) Is able to determine by its description
whether a new country is democracy
Procedural
Knowledge Is able to identify in correct orders, steps
in the scientific method
Simple Understanding (comprehension) Is able to explain whether a set of
procedures follows the scientific method
Simple Understanding (application) Is able to demonstrate in writing the
correct use of the scientific method to
solve a novel problem