The conflict between conceptual and procedural knowledge: Should we need to understand in order to be able to do, or vice versa?

The question in the title is the major foci when planning any learning environments. Basically it means that we have to understand how procedural knowledge and conceptual knowledge relate to each other. It seems appropriate to underline that these two types of knowledge must be somehow related when the learning process is our focus. However, it is the variables in the assessment of this process that promote or obstruct possible qualitative and quantitative links between the two knowledge types. By assessment, in the global sense, I mean the planning, realization and control of the learning processes, made not only by the teacher but especially by the learners and learner teams themselves. Utilizing a recent analysis of conceptual and procedural knowledge, I will present models for planning and evaluating of learning processes based on a large empirical project.