Declarative and procedural knowledge

See also: concepts

There are different approaches used to describe different types of knowledge. Separation into declartive knowledge and procedural knowledge is one approach. Some have added conditional knowledge grouping together metacognitive knowledge and beliefs.

Saks et al (2021, p. 2)

The development of procedural knowledge is related to the development of declarative knowledge. Most learning occurs through a combination of declarative and procedural memory. Declarative knowledge is proceduralised through practice, which makes it possible to make connections between these two types of knowledge. Adaptive control of thought–rational (ACT-R) theory [17] describes the knowledge transition from a declarative to a procedural form. However, procedural and declarative knowledge may also be acquired separately, independently of each other.

Declarative knowledge (aka descriptive, formal, propositional knowledge, or knowing-that)

Saks et al (2021, p. 2)

Declarative knowledge (also called descriptive, formal, or propositional knowledge or knowing-that) refers to facts or information stored in the memory and is, therefore, sometimes called declarative memory [10]. It is considered static in nature. Declarative knowledge describes things, events, and processes, and their relation to each other. According to Berge and Hezewijk [10] and Tulving [11], declarative knowledge is not conscious until it is retrieved by cues. The retrieval of declarative knowledge requires meaningful cues and directed attention and even then, may retrieve only a limited amount of potentially available information.

Procedural knowledge (aka practical knowledge or knowing-how)

Saks et al (2021, p. 2)

Procedural knowledge (also called practical knowledge or knowing-how) involves an individual’s skill and ability to accomplish an activity using certain strategies. Fenstermacher [14] defines it as the knowledge that the individual generates as a result of his experiences and his reflections on these experiences. Unlike declarative knowledge, procedural knowledge is not easily articulated since it is typically unconscious or tacit [15]. Star [16] distinguishes superficial- and deep-level procedural knowledge; the former is associated with rote learning, reproduction, and trial and error, while the latter is associated with comprehension, flexibility, and metacognitive knowledge, such as critical judgement [16].

References

Saks, K., Ilves, H., & Noppel, A. (2021). The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers' Knowledge of Learning Skills. Education Sciences, 11(10), Article 10. https://doi.org/10.3390/educsci11100598