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| a difference occurs within the learner |
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| The philosophical term for the theory of knowledge. It attempts to understand how knowing occurs and to discover its ground, its limitation, its validity and trustworthiness and its relation to truth. |
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| possessing specific information about something, (remembering our name, social security #, the quadratic formula, etc..) |
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| the basic pieces of information in a particular academic discipline. |
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| the larger groupings of related ideas. |
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| mental networks of related facts and concepts that influence the acquisition and understanding of new information |
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| knowing how to do something (read, add fractions, create an income statement) |
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| process of knowing how (logical systematic sequence) |
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| knowing when and why to use particular strategies (3rd type of knowledge directly related to academic learning.) |
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| stair-step model, with each successive level dependent on the one(s) below. [remember-understand-apply-analyze-evaluate-create] |
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| the ability to recognize or recall an idea, a fact, or an occurrence in a form similar to the original presentation. [recognition, recall] |
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| the ability to construct meaning from the literal message in a communication |
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| turn an abstract idea into specific examples |
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| to articulate the difference between the concept and a specific example, to tell about the idea in your own words. |
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| the ability to see connections between two or more identified ideas or to make predictions based on the understanding of the ideas. |
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| the ability to use understanding of ideas correctly and appropriately in a new situation. |
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| the ability to break the material into its constituent parts and detect the relationships and organization of those parts. |
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| the ability to render a value judgment based on criteria and standards |
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| (highest level of knowledge) the ability to create a new product from the ideas or materials understood. |
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