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Content Knowledge (CK) is situated within the following definitional parameters of a teacher's knowledge about a particular subject matter and how it is taught and learned. [25] As Shulman [ 7 ] noted, CK would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established ...
This is the case by stressing several pedagogical needs to help learners achieve their goals, such as teachers having knowledge of the subject matter, knowledge of instructional strategies to comprehensible and accessible content, knowledge of L2 learning processes and the ability to assess cognitive, linguistic and social strategies that ...
The ISTE Standards are designed to work with learning models such as Technological Pedagogical Content Knowledge (TPACK) [citation needed] and support the implementation of content-area standards, including the Common Core State Standards. [3]
Bloom's taxonomy serves as the backbone of many teaching philosophies, in particular, those that lean more towards skills rather than content. [8] [9] These educators view content as a vessel for teaching skills. The emphasis on higher-order thinking inherent in such philosophies is based on the top levels of the taxonomy including application ...
Smith (1996, 2000) says that, "[a] syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit."
Two key assumptions underlie this cognitive approach: that the memory system is an active organized processor of information and that prior knowledge plays an important role in learning. Gestalt theorists believe that for learning to occur, prior knowledge must exist on the topic.
Complex definitions of both "information" and "knowledge" make such semantic and logical analysis difficult, but the condition of "transformation" is an important point in the study of information as it relates to knowledge, especially in the business discipline of knowledge management.
Knowledge-based decision making model [1] Knowledge-Based Decision-Making (KBDM) in management is a decision-making process [2] that uses predetermined criteria to measure and ensure the optimal outcome for a specific topic. KBDM is used to make decisions by establishing a thought process and reasoning behind a decision. [3]