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Valuing: The student attaches a value to an object, phenomenon, or piece of information. The student associates a value or some values to the knowledge they acquired. Organizing: The student can put together different values, information, and ideas and accommodate them within their own schema. The student is comparing, relating, and elaborating ...
Knowledge based on perception, introspection, and memory may give rise to inferential knowledge, which comes about when reasoning is applied to draw inferences from other known facts. [95] For example, the perceptual knowledge of a Czech stamp on a postcard may give rise to the inferential knowledge that one's friend is visiting the Czech Republic.
An academic discipline or field of study is known as a branch of knowledge. It is taught as an accredited part of higher education. A scholar's discipline is commonly defined and recognized by a university faculty. That person will be accredited by learned societies to which they belong along with the academic journals in which they publish ...
Body of knowledge (BOK) – specialized term in knowledge representation meaning the set of concepts, terms and activities that make up a professional domain, as defined by the relevant learned society or professional association. Curriculi – plural of curriculum, which means the totality of student experiments that occur in the educational ...
For example, when a teacher is asked how many of his students knew that Vienna is the capital of Austria in their last geography test, he may just cite the number of correct responses given without concern for whether these responses were based on justified beliefs. Some theorists characterize this type of knowledge as "lightweight knowledge ...
· Community knowledge, collective responsibility. The contribution of students in improving their collective knowledge in the classroom is the primary goal of the Knowledge building class. · The democratization of knowledge. All people are invited to contribute to the advancement of knowledge in the classroom.
The curse of knowledge, also called the curse of expertise [1] or expert's curse, is a cognitive bias that occurs when a person who has specialized knowledge assumes that others share in that knowledge. [2] For example, in a classroom setting, teachers may have difficulty if they cannot put themselves in the position of the student.
Theory of Knowledge (TOK) is a compulsory core subject of the International Baccalaureate Diploma Programme covering, for example, epistemological topics. [1] It is marked on a letter scale (A-E) and aims to "provide an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know."