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...

The Role of Personal, Organizational, and Technological Factors in Predicting Teachers’ Beliefs about Knowledge Sharing M. Bohlool R. Hosseyngholizaadeh, Ph.D. M. Karami, Ph.D. To explore the role of personal, organizational, and technological factors in predicting teachers’ beliefs about knowledge sharing, a sample of 173 Rashtkhaaree teachers was randomly sele...

purpose: the initiation of anti-bullying movements in schoolsdates back to nearly three decades ago in some countries. despite the importance of such a movement and its grave implications foreducation systems, no particular program or action has been organized in our country. materials and method: the present study presents a cross-sectional descriptive survey to assess the attitudes of primary...

article history: received date: 28 august, 2016 review date: 7 october 2016 accepted date:25 october 2016 printed online:1 september purpose: the initiation of anti-bullying movements in school’s dates back to nearly three decades ago in some countries. despite the importance of such a movement and its grave implications for education systems, no particular program or action has been organized ...

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 exploratory study of introductory preand in-service teachers’ performance in object-oriented programming (OOP) assessments reveals important issues with regard to learning and teaching OOP, using Java. The study is set against the backdrop of the country’s transition of its national IT curriculum from a procedural to an object-oriented programming language. The effect of prior programming ...

In this paper we review the literature relating to the psychological/educational study of programming. We identify general trends comparing novice and expert programmers, programming knowledge and strategies, program generation and comprehension, and objectoriented versus procedural programming. (We do not cover research relating specifically to other programming styles.) The main focus of the ...

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...

The present study was designed to explore how learning magnitude knowledge and learning procedural knowledge, with respect to both whole numbers and fractions, might be causally related. Neither magnitude knowledge nor procedural knowledge is necessary or sufficient for learning the other, and yet, correlations between the two are ubiquitous (e.g., Siegler & Pyke, 2013). Using correlational dat...