Structural Knowledge

by David H. Jonassen, Michael Yacci (Editor), Katherine Beissner

This book introduces the concept of a hypothetical type of knowledge construction -- referred to as structural knowledge -- that goes beyond traditional forms of information recall to provide the bases for knowledge application. Assuming that the validity of the concept is accepted, the volume functions as a handbook for supporting the assessment and use of structural knowledge in learning and instructional settings. It's descriptions are direct and short, and its structure is consistent. Almost all of the chapters describe a technique for representing and assessing structural knowledge acquisition, conveying knowledge structures through direct instruction, or providing learners with strategies that they may use to acquire structural knowledge. These chapters include the following sections in the same

* description of the technique and its theoretical or conceptual rationale

* examples and applications

* procedures for development and use

* effectiveness -- learner interactions and differences, and advantages and disadvantages

* references to the literature.

The chapters are structured to facilitate access to information as well as to illuminate comparisons and contrasts among the techniques.

Paperback

First published February 1, 1993

Reviews

[Gordon Eldridge · Rating 4 out of 5]

The book is built around the theory that there are three kinds of knowledge - declarative knowledge of facts and concepts (knowing that), procedural knowledge ( knowing how) and structural knowledge of the relationships between facts and concepts, which the authors believe mediates between declarative knowledge and procedural knowledge. In other words, if we are to be able to use our declarative knowledge to solve problems we need to also have structural knowledge ( knowing why).

The book contains 23 different strategies for representing/assessing, conveying and learning structural knowledge. The strategies are organised around the purpose they are best used for. The procedure for employing each strategy is explained, along with examples and a summary of the key research related to the use and effectiveness of the strategy. Some of the strategies are merely variations of other strategies already described and a few of the strategies require the use of complicated statistical procedures and are therefore not practical for the average classroom teacher. Overall the book contains some very useful strategies, however.