Cader wrk aclu EEL vedio ac al lelys ’ Leenceraas ovied COP aa princi that ron fs static knowledge about facts, at apply within a certain domain, ewledge functions as additional information vers add to the problem and that they use 0 ‘ution, Ri ‘our earlier work we used the term. declarative inQgiedge. Now we prefer to use the tem con, tal knowled\ey(see also Greeno, 1978), and, following Yan Berton and Jong (1991), we use the term, $8. quality charaNristic, being the op Knowledge. An ex: T'could be knowing coefficient of friction tis the ol fre verter se eenaiy pe rocedural inowledgeéWains actions or manipulations (hat are valid within a domain\Procedural knowledge helps the problem solver make transit msi the size of the friction i the normal fore, knowing on a body equals its mass times 8 from one problem sais o another, It can have a specifi, Mpain-bound rong} chur ‘2tez,aritcan be more general (weat)Nn the exarnpe reseed] in Figure 1, Knowledge cages knowing how to ‘identify and delimit each of the two racing mechanical ‘ystems, how to choose a coordinate syste\ and how to resolve the forces acting on the blocks in the choseMystem, Strategic lnowledgefreips students ory Jem-solving process by ireting which tag through oreach a solution: ARtesyFariesd their prob ey shoul as a peneral lan of action in which the sequence of solution attic: Taid down Posner & McLeod, 1982). Elements o ize ‘Belonging to the first three tyy ate specific, appMabie 10 Certain types of problems in a domain, whereas the IM type, strategic knowledge, is applicable toa wider variety oN cof problems within a domain (Bransford, Sherwood, V3 Riser He Poe ets Figure 1, strategie kno edge concerns knowing how to organize and interpret tN information given, structure it in diagram. detec th mechanical system(s) to be used in the analysis, ious fuish internal and external forces, ist all external forse acting on each ofthe systom(s), and waaslate the tee ing force diagrams into equations that canbe solv the acceleration. ‘The previous analysis illustrates the import smological domain analysis for instruction, A ger casi cation of relevant types of knowiedge may ihe oranied and present subject mate and to dire ing. For a fll description ofthe kag we matte ed knowledge, but also the q knowledge base. QUALITIES OF KNOWLEDGHII A large number of concepts ar| knowledge: Generic, abstract, tured are but a few examples. between knowledge types, _ Aer of integer ats wed Josey ia erase rately, it should be noted that in many cases there seems to be some overlap. Again, we Mustrate various qualities of [knowledge with elements from the mechanics problem in Figure 1 Level of Knowledge: Deep Versus Surface. ‘and in education‘! practice. Mostly, « rough distinetion is made between surface or superficial knowledge and deep knowledge, with the connotation thal deep is good and surf 's poor. Knowledge is called deep when itis firmly ancl in aperson’s knowledge base and when external inforglecl has been translated to basic concepts, principles, gproce- «dures from the domain in question. Such knowlege difer- en ee | ee ‘and evaluation, and | the ike (see, .g, Marton & Sali6g476). This knowledge has been thoroughly processed, stared, and stored in memory ina way that makes it usefulght application and task perform | ance (Glaser, 1991). Evggho, the general structure may well hhave idiosyncratic fags. Snow (1989) described the de- sired end states opfearning in erms of “articulated, deep understanding ggf{domain, including the ability io reason ant cexpltin in ggf&al terms, and to adopt multiple viewpoints about apg ‘or phenomenon” (p.9), Surface-level knovi sociated with reproduction and rote learing, trial OF, and.a lack of critical judgment (Glaser, 1991), This Grvledge is stored in memory more or less a copy of ternal information edge j Larkin (1983), when discussing ex sentations, made a distinction be gation (made up of conere perts’ knowledge rep- ween a basic repre- e objects from a problem state- tion (hat includes concepts from ional representation (made up of dy, based on the well-know) study hi and Bassok (1489) descritfed the)