Conceptual Knowledge and Logical Thinking

Kim, Yung Che; 김영채; Park, Kwonsaeng; 박권생; Park, A-Chung; 박아청

Abstract

Conceptual knowledgs consist of cores of concepts and their interrelations and are organized. Logical thinking for problem solving in our everyday/academic life is assumed to take several different forms such as reasoning, problem solving, critical and creative thinking depending upon the requirments of task situation. This study performed three experiments to investigate the nature of the relationship between concept and procedure. Experiment 1 used Wason s card selection task requiring deductive reasoning and employed college subjects. Experiment 2 and 3 used mathematical fraction problems with primary school students of grade 4 and 5 in Experiment 2 and grade 2 in Experiment 3. Conclusions drawn could be summarized as follows: (i) People seemed to solve reasoning problems using rules specific to the domain rather than using abstract inferential rules, (ii) problem solving depended largely on the strategies memory acquired through specific experiences or generalized, (iii) conceptual knowledge and procedural knowledge was posited linked through categories and categories indexed in terms of functions including the conditions and (iv) knowledge and procedure seemed basically distinctive, but they were also found interacting dynamically and synchronically. The final pragmatic conclusion (v) would encourag procedure instruction to use domain-specific materials to teach concretely, to explicitly emphasize when, where and why of the procedure, and to help students to understand materials deeply to make knowledges meaningful and functional.

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Article Contents

Vol.4

Conceptual Knowledge and Logical Thinking

Abstract

The Korean Journal of Cognitive and Biological Psychology