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The idea of interlacing Bloom's Taxonomy and Webb's Depth-of-Knowledge to create a new tool for measuring curricular quality was completed in 2005 by Karin Hess of the National Center for Assessment, producing a 4 X 6 matrix (the Cognitive Rigor Matrix or Hess Matrix) for categorizing the Bloom's Taxonomy and Webb's Depth-of-Knowledge levels ...
The definition of knowledge as justified true belief is often discussed in the academic literature. An often-discussed definition characterizes knowledge as justified true belief. This definition identifies three essential features: it is (1) a belief that is (2) true and (3) justified. [21] [b] Truth is a widely accepted feature of knowledge ...
Definitions of knowledge aim to identify the essential features of knowledge. Closely related terms are conception of knowledge, theory of knowledge, and analysis of knowledge. Some general features of knowledge are widely accepted among philosophers, for example, that it involves cognitive success and epistemic contact with reality.
Depth of Knowledge: This scale assesses students' depth of knowledge and understanding. Knowledge is considered deep when students are able to "make clear distinctions, develop arguments, solve problems, construct explanations, and otherwise work with relatively complex understandings."
This definition excludes highly specialized learning that can only be obtained with extensive training and information confined to a single medium. General knowledge is an important component of crystallized intelligence and is strongly associated with general intelligence, and with openness to experience. [8]
Deeper learning is associated with a growing movement in U.S. education that places special emphasis on the ability to apply knowledge to real-world circumstances and to solve novel problems. [ 1 ] A number of U.S. schools and school districts serving a broad socio-economic spectrum apply deeper learning as an integral component of their ...
The illusion is related to the Dunning–Kruger effect, differing in that the IOED examines explanatory knowledge as opposed to ability. [ 1 ] [ 3 ] Limited evidence exists suggesting that the effects of the IOED are less significant in subject matter experts, [ 7 ] but it is believed to affect almost everyone, compared to the Dunning–Kruger ...
Meta-functional expertise is the breadth of one’s strategically important knowledge. [1] It differs from the traditional conceptualization of expertise, which is generally considered to be a great depth of knowledge in a defined area, and where thus experts are people who are distinguished as knowing a lot about a particular subject.