this study was an attempt to explore the beliefs of iranian efl teachers about the role of grammar in english language teaching in both state schools and private language institutes. data were collected through a questionnaire developed by burgess and etherington (2002), which consisted of 11 main subscales and was divided into two sections. the first section dealt with approaches to grammar te...

This study sought to compare Iranian EFL novice and expert teachers regarding their procedural knowledge in Iranian language institutes and universities. A questionnaire was developed based on the literature, the theoretical framework, and the results of a qualitative study. This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different gend...

The terms conceptual knowledge and procedural are often used by teachers never more so than when discussing how teach, children learn mathematics. This paper will look at literature regarding their place in the classroom, to offer teacher educators’ advice on some of pressing issues understandings around them. A thorough synthesis extant seminal provide educators a deeper insight into could imp...

Procedural knowledge is one of the most valuable assets of individuals as well as academic institutions and commercial companies. The ability to satisfy an order relies on the knowledge how similar tasks have been performed in the past. Thus the preservation of this knowledge is critical. Procedural knowledge takes many different forms, which makes it very hard to reason about it. We propose a ...

A case is made for correcting a perceived imbalance between the usual ways of representing declarative and procedural knowledge. A proposed solution joins the traditional conceptual graph notation and elements of visual programming languages. The aim is to maintain the visual nature of both notations without greatly changing each one. N E W M E X I C O S T A T E U N I V E R S I T Y C O M P U T ...

Competence in many domains rests on children developing conceptual and procedural knowledge, as well as procedural flexibility. However, research on the developmental relations between these different types of knowledge has yielded unclear results, in part because little attention has been paid to the validity of the measures or to the effects of prior knowledge on the relations. To overcome th...

In this paper, the authors replicated previous work demonstrating that animating mechanical systems leads to more efficient knowledge acquisition and extended it by applying the same processes to human systems. Based on these data, it appears that using static images, rather than animated human relationships within a team structure, better supports learning of procedural and conceptual knowledg...

While research has generally shown that collaboration may facilitate student learning in mathematics, such positive effects are not always found. We argue that the effectiveness of collaboration may depend on the type of knowledge the instruction targets: The interaction with a partner can slow down students and may thus decrease the amount of practice necessary for procedural skill fluency. On...