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[ii] A posteriori knowledge depends on empirical evidence. Examples include most fields of science and aspects of personal knowledge. The terms originate from the analytic methods found in Organon, a collection of works by Aristotle. Prior analytics (a priori) is about deductive logic, which comes from definitions and first principles.
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Various unproven conspiracy theories allege that U.S. government officials had advance knowledge of Japan's December 7, 1941, attack on Pearl Harbor. Ever since the Japanese attack, there has been debate as to why and how the United States was caught off guard, and how much and when American officials knew of Japanese plans for an attack.
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Epistemology is the branch of philosophy that examines the nature, origin, and limits of knowledge.Also called theory of knowledge, it explores different types of knowledge, such as propositional knowledge about facts, practical knowledge in the form of skills, and knowledge by acquaintance as a familiarity through experience.
The Japanese attack on the U.S. Naval Base at Pearl Harbor destroyed almost 200 U.S. aircraft, took 2,400 lives, and swayed Americans to support the decision to join World War II.
Prior knowledge or subsumption or anchor idea: This is the relevant knowledge that the individual has in their cognitive structure before obtaining the new knowledge. The meaning of the new knowledge that was learned depends on the existence of knowledge already in the individual’s cognitive structure.
His model proposed that new learning builds upon prior learning and is dependent on the combination of previously acquired knowledge. [4] Gagné believed that learning is cumulative and human intellectual development consistent of building up increasingly complex [ 4 ] interacting structures of learned capabilities.