Declarative and Procedural Knowledge
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The paper discusses how when teaching children grammar, teachers have to employ certain strategies, and in order to choose the most effective strategies for the students in the classroom, teachers must be able to distinguish between declarative and procedural knowledge. The paper explains that procedural knowledge and declarative knowledge do not automatically flow back and forth. The paper uses the example of English Language Learners; native speakers may be able to use their language fluently and correctly, but they may not understand the grammatical rules of the native language they are speaking. The paper explains that the same is true for declarative knowledge; declarative knowledge, which is the premise or theory of something, does not automatically mean you can do it, for example, students may learn the rules of grammar, but putting those rules to use correctly is a completely different matter ("Strategies for Learning Grammar", 2004).
From the Paper:"Declarative knowledge, or "knowing that," and procedural knowledge, or "knowing how," are two very different types of knowledge. Declarative knowledge: Knowledge about something that will allow you to describe and apply what you have learned ("Declarative Knowledge", 2007). Procedural knowledge: Learning how to do something. How to drive a car, how to ride a bike, how to juggle are examples of procedural knowledge (Holt, 2006). Chapter 8 of our text uses this example for procedural knowledge: Traffic--light red--stop; Traffic--light green--move (Sternberg, 2009, p. 322)."
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Declarative and Procedural Knowledge (2009, December 01) Retrieved March 02, 2021, from https://www.academon.com/term-paper/declarative-and-procedural-knowledge-142643/
"Declarative and Procedural Knowledge" 01 December 2009. Web. 02 March. 2021. <https://www.academon.com/term-paper/declarative-and-procedural-knowledge-142643/>