Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge

Abstract

Terms used to designate knowledge constructs have proliferated in the literature and often seem to duplicate, subsume, or contradict one another. In this article, we present a conceptual framework for organizing and relating terms that pertain to select knowledge constructs. We begin with an examination of the literature. Based on that review, we build a framework that is intended to clarify terms, and the associations among them, and to articulate definitional statements for these knowledge terms. Finally, we consider the importance of this theoretical undertaking for future research in cognition and in learning.

Mapping prior knowledge: A framework for discussion among researchers

“…Based on our prior reviews of the literature (e.g., Alexander et al, 1991;Dochy, 1992), we identified a number of problems associated with the usage of knowledge terminology in the educational research literature . For the purpose of this discussion, we will highlight three of these pervasive problems:…”

“…Yet, it has only been within the past few years that researchers in Europe and the United States have attempted to give the concept of "prior knowledge" greater definition and form (e.g., Alexander, Schallert, & Hare, 1991;Dochy, 1988Dochy, , 1992Walker, 1987). As two researchers who have been invested in achieving a greater understanding of the dimensions of prior knowledge, we offer this review as one survey of that complex, multidimensional construct.…”

Insights on How Metacognition Influences Knowledge Application in Product Design Education

“…Specifically, (i) For measuring the frequency of using different kinds of subject-relevant knowledge in the design process of FYDP; and (ii) For evaluating students' creative thinking abilities via measuring their metacognition. Alexander et al (1991) defines knowledge as "an individual's personal stock of information, skills, experiences, beliefs and memories" (p. 317). In this study, we treat knowledge as a tangible concept in relation to design, and include a range of principles, skills, and subject relevant information (Christiaans, 1992).…”

Understanding reading development: A phenomenological perspective.

“…The three dimensions are rooted in the heart of reading research and psychology, and they have been thoroughly reviewed and refined for the purpose in question (cf. Alexander, Schallert & Hare, 1991;Alexander, Graham & Harris, 1998).…”