Anderson And Krathwohl's 2001 Learning Taxonomy On Conceptual Knowledge

principles of information. Information processing on how learners organize knowledge influences how they learn and apply what they know. Assumed conceptual knowledge cause and validation. Native Hawaiian students do not know the consequences of course attendance or of missing class. As with factual knowledge, Anderson and Krathwohl’s (2001) learning taxonomy on conceptual knowledge involves understanding systems of classification and categories, principles and generalizations, and theories and models, as well as the relationships and interactions between various concepts. The researchers recommend assessments that ask the subjects to define or state the kind of knowledge in order to discover and validate gaps in conceptual knowledge (Anderson & Krathwohl’s, 2001). To validate the conceptual cause, students will be asked to explain the attendance policy and consequences of not attending class through an open-ended survey question. Conceptual knowledge solutions. Similar to the factual solution, faculty will restate the UHWO attendance policy and present the consequences of an absence on the first day of class. This information will help students to organize the conceptual procedures with cause and effect generalizations (Anderson & Krathwohl, 2001). This learning solution principle of selecting and organizing information
In Anderson and Krathwohl’s (2001) learning taxonomy, procedural knowledge refers to knowing how to do something, having the skills, or knowing the criteria for making decisions, when to do what, within a context. To validate the assumed cause related to procedural knowledge, it is recommended that the stakeholders perform the skill or apply knowledge, or implement or execute a task. To validate if Native Hawaiian students know the steps needed to plan for attending class, students will be asked to generate a list or attendance