Abstract
Some decades ago, the behavioristic view in educational psychology research on human learning was joined by a cognitive view. As a result, learning was no longer merely perceived as the conditioning of behavior, but also as information processing. More importantly, this change in perspective led to an understanding of how mental processes, such as memorizing, operate. Learning, considered from an information-process perspective, led to, among other things, an interest in meaningful learning and the construction of knowledge. In other words, learning became synonymous with the understanding and application of subject matter through declarative knowledge (i.e., knowing facts, concepts, and principles), procedural knowledge (e.g., knowing how to perform subtraction, multiplication, and division regarding mathematics), and conditional knowledge (e.g., applying the correct tense in sentences).
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van Velzen, J. (2016). Metacognitive Knowledge in Theory. In: Metacognitive Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-24433-4_2
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DOI: https://doi.org/10.1007/978-3-319-24433-4_2
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