The representation of the distribution of knowledge guides information gathering, help seeking, and communication. The research aimed to explore adults’ and 4-year-olds’ representation of the distribution of common (conventional and procedural) knowledge and expert knowledge associated with five occupations in their community. In addition, we examined estimates of occupation-related everyday (n...

There are a lot of examples of efficient intelligent tutoring systems for teaching procedural knowledge (ability to solve practical problems) in the formal fields such as geometry, algebra, and programming. However, there are considerable difficulties encountered in developing the systems aimed at giving procedural knowledge in a number of important, albeit imprecisely defined, fields as, for e...

A crucial part of the knowledge of molecular biologists is procedural knowledge, that is, knowledge of how to do things in laboratories. Procedural knowledge of molecular biologists involves both perceptual-motor skills and cognitive skills. We discuss such skills required in performing the most commonly used molecular biology techniques, namely, Polymerase Chain Reaction and gel electrophoresi...

The authors propose that conceptual and procedural knowledge develop in an iterative fashion and that improved problem representation is 1 mechanism underlying the relations between them. Two experiments were conducted with 5thand 6th-grade students learning about decimal fractions. In Experiment 1, children's initial conceptual knowledge predicted gains in procedural knowledge, and gains in pr...

This paper presents a new model for simulating procedural knowledge in the problem solving process with our ontological system, InfoMap. The method divides procedural knowledge into two parts: process control and action performer. By adopting InfoMap, we hope to help teachers construct curricula (declarative knowledge) and teaching strategies by capturing students’ problem-solving processes (pr...

BACKGROUND Medical knowledge encompasses both conceptual (facts or "what" information) and procedural knowledge ("how" and "why" information). Conceptual knowledge is known to be an essential prerequisite for clinical problem solving. Primarily, medical students learn from textbooks and often struggle with the process of applying their conceptual knowledge to clinical problems. Recent studies a...

The EXPECT project has focused on acquiring problemsolving knowledge for users for the last decade, using an expressive language that is open to inspection. Our aim has been to alleviate the bottleneck in creating knowledge-based systems by providing support for both knowledge engineers and end users to specify problem-solving knowledge. In this paper we summarize selected areas of current rese...

This paper describes a framework that allows the collaborative development and deployment of procedural knowledge for task support in emergency situations. In this framework, procedural knowledge is represented in a wiki using an informal, textual description that is marked up with formal tags based on the representation for hierarchical task networks used in AI planning. Procedural k...